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Sociocultural and contextual determinants of science career goal at a community college and baccalaureate-granting institution

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Abstract

Guided by social cognitive career theory (SCCT; Lent et al. in J Vocat Behav 45(1):79–122, 1994), we assessed sociocultural (e.g., home-school cultural value mismatch) and contextual barriers (e.g., institutional climate) in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; Mage = 22.96, SD = 5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efficacy and prejudice from faculty and staff predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed.

Résumé

Déterminants socioculturels et contextuels dans l’objectif de poursuivre une carrière scientifique dans un collège communautaire et un établissement délivrant le baccalauréat Guidés par la théorie sociale cognitive de la carrière (SCCT; Lent et al., 1994), nous avons évalué les barrières socioculturelles (p. ex. le décalage entre les valeurs culturelles de l'école et de la famille) et contextuelles (par exemple, le climat institutionnel) dans l'enseignement des sciences et le développement de carrière dans un établissement conférant le baccalauréat (BGI) et un collège communautaire (CC) parmi 263 étudiant·e·s (72,4% femmes; Mage = 22,96, SD = 5,70) aux États-Unis. Pour les étudiant·e·s de BGI, les analyses suggèrent que les facteurs proximaux tels que les préjugés dans la classe prédisent négativement l'auto-efficacité scientifique et que les préjugés du corps enseignant et du personnel prédisent des attentes plus faibles en matière de carrière. Pour les étudiants CC, le décalage des valeurs culturelles entre la famille et l'école prédit directement les buts de carrière scientifique. Les implications pour les recherches futures, les interventions et les politiques sont discutées.

Zusammenfassung

Soziokulturelle und kontextuelle Faktoren, die das Laufbahnziel bezogen auf die Wissenschaften an einem Community College und einer Maturitätsschule bestimmen Geleitet von der sozial-kognitiven Laufbahntheorie (SCCT; Lent et al., 1994) haben wir soziokulturelle (z.B. kulturelle und wertebezogene Unterschiede zwischen Elternhaus und Schule) und kontextuelle Barrieren (z.B. institutionelles Klima) in der wissenschaftlichen Ausbildung und Laufbahnentwicklung sowohl an einer Maturitätsschule (BGI) als auch an einem Community College (CC) unter 263 Studierenden (72,4% weiblich; M = 22age,96, SD = 5,70) in den Vereinigten Staaten untersucht. Bei den BGI-Studierenden deuten Pfadanalysen darauf hin, dass proximale Faktoren wie Vorurteile in der Klasse die wissenschaftliche Selbstwirksamkeit negativ beeinflussen und dass Vorurteile seitens der Lehrkräfte und des Personals zu geringeren Erwartungen an die berufliche Entwicklung führen. Bei den CC-Schülern war die Diskrepanz zwischen den kulturellen Werten im Elternhaus und in der Schule ein direkter Einflussfaktor für wissenschaftliche Laufbahnziele. Es werden Implikationen für zukünftige Forschung, Intervention und Politik diskutiert.

Resumen

Determinantes socioculturales y contextuales de las metas en carreras científicas en un colegio comunitario e instituciones que otorgan grados en bachillerato (103R1) Guiados por la teoría social cognitiva de la carrera (SCCT; Lent et al., 1994), evaluamos las barreras socioculturales (p. ej., el desajuste cultural entre el hogar y la escuela) y las barreras contextuales (p. ej., el clima institucional) en la educación científica y el desarrollo profesional tanto en un bachillerato como en una institución otorgante (BGI) y colegio comunitario (CC) entre 263 estudiantes (72.4% mujeres; Edad = 22.96, SD = 5.70) en los Estados Unidos. Para los estudiantes de BGI, los análisis de ruta sugieren factores proximales como el prejuicio en la clase que predijo negativamente la autoeficacia científica y el prejuicio de la facultad y el personal predijeron expectativas de resultados profesionales más bajas. Para los estudiantes de CC, el desajuste de los valores culturales entre el hogar y la escuela predijo directamente las metas de la carrera científica. Se discuten las implicaciones para futuras investigaciones, intervenciones y políticas.

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Data availability

The datasets used/or analyzed during the current study are available from the corresponding author on reasonable request.

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Funding

This work was supported by the National Institutes of Health (NIH) National Institute of General Medical Sciences (5RL5GM118975-07).

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Authors and Affiliations

  1. Child and Adolescent Development, California State University, Northridge, 18111 Nordhoff Street, Northridge, CA, 91330, USA

    Shu-Sha Angie Guan, Yolanda Vasquez-Salgado & Carrie Saetermoe

  2. Pasadena City College, Pasadena, USA

    Jared Ashcroft

  3. East Los Angeles College, Monterey Park, USA

    Bryant Horowitz & Eileen Ie

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  1. Shu-Sha Angie Guan
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  2. Jared Ashcroft
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Correspondence to Shu-Sha Angie Guan.

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Guan, SS.A., Ashcroft, J., Horowitz, B. et al. Sociocultural and contextual determinants of science career goal at a community college and baccalaureate-granting institution. Int J Educ Vocat Guidance 24, 59–75 (2024). https://doi.org/10.1007/s10775-022-09547-x

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