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Dissertation/Thesis Abstract

STEM Vocational Socialization and Career Development in Middle Schools
by Kendall, Katherine A., Ed.D., Trevecca Nazarene University, 2017, 143; 10620079
Abstract (Summary)

Economic forecasts predict an unprecedented shortage of STEM workers in the United States. This study examined the vocational anticipatory socialization factors and classroom stratagems influencing middle school students’ science, technology, engineering and mathematics (STEM) career development. Student attitudes towards STEM content areas and related career aspirations were measured. Parental, peer, media, out-of-school time activities and physical school environmental influences were examined along with teacher and school counselor capacities. The results showed middle schools were not actively engaging in STEM identity formation and career development practices nor were they providing out-of-school time STEM activities for their students. Parents, peers and the use of the online learning platform, Learning Blade did, however, have significant influences on students’ STEM career development.

Indexing (document details)
Advisor: Eddins, J. Scott, Bittinger, Karl
Commitee: Patterson, Alice E.
School: Trevecca Nazarene University
Department: Doctoral Studies
School Location: United States -- Tennessee
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: Middle School education, Educational psychology, Occupational psychology, Science education
Keywords: Career development, Careers, Identity, Middle school, STEM, Vocational socialization
Publication Number: 10620079
ISBN: 978-0-355-18873-8
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