ERIC Number: EJ1340966
Record Type: Journal
Publication Date: 2022-Jun
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0894-8453
EISSN: N/A
Examining the Career Self-Management Model among Native American Students with STEM Career Goals
Turner, Sherri L.; Lee, Hangshim; Jackson, Aaron P.; Smith, Steve; Mason-Chagil, Gale; Jacobs, Sue C.
Journal of Career Development, v49 n3 p616-631 Jun 2022
Native Americans are highly underrepresented in science, technology, engineering, and math (STEM) careers; however, little research exists concerning how to promote Native Americans' participation in STEM. In this study, we address this gap by examining variables hypothesized to promote participation using the career self-management (CSM) model among Native American college students with STEM career goals. Results of stepwise regressions demonstrated that academic achievement along with the problem-solving aspects of career self-management (CSM) self-efficacy and instrumental assistance from parents, peers, and others in students' schools and communities predicts clearer, more specific, and more personally congruent goals; and that these goals along with self-efficacy and instrumental assistance predict career exploration. Contrary to hypotheses, neither STEM outcome expectations nor gender was related to goals or exploration. These findings suggest that CSM can be used to guide research regarding the STEM career development of Native American college students.
Descriptors: American Indian Students, STEM Education, Disproportionate Representation, Student Participation, Self Management, College Students, Academic Achievement, Problem Solving, Self Efficacy, Parent Influence, Peer Influence, Goal Orientation, Predictor Variables, Career Exploration, Student Characteristics, Gender Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma; California; Texas
Grant or Contract Numbers: N/A