The future of STEM: Who seeks a career in STEM and why?

Students from disadvantaged backgrounds often have lower aspirations, lower participation in higher education, and lower academic outcomes than more affluent students. In many countries, including Australia, too few students... [ view full abstract ]

Students from disadvantaged backgrounds often have lower aspirations, lower participation in higher education, and lower academic outcomes than more affluent students. In many countries, including Australia, too few students are choosing mathematics and/or science based subjects for reasons including prior achievement, perceived relevance, and a lack of interest in STEM careers (Science, Technology, Engineering and Mathematics). This decline in participation has prompted calls for schools to address the under-representation of disadvantaged students in STEM subjects. Drawing on data from the first three years (2012 – 2014) of a mixed method longitudinal study of over 5900 students in Years 3 – 11 in New South Wales public schools, which explores the career aspirations of young people, we examine the views of those students who signal interest in pursuing STEM studies/careers. In addition, we compare factors (i.e., gender, family variables, and prior achievement) that are related to students’ interest in STEM across socioeconomic quartiles. We find that the number of students naming STEM careers is low in comparison to other careers and identify other patterns. The analysis is critical in informing the recruitment and retention activities and strategies of universities, particularly for students from disadvantaged backgrounds interested in STEM pathways.