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Perceived Factors that Influence Career Decision Self-efficacy and Engineering Related Goal Intentions of African American High School Students
This study examined the relationship between specific factors believed to influence career decision self-efficacy and math/science related goal intentions (proxy for engineering related goal intentions) among African American high school students. Minority students generally tend to
be underrepresented in such careers, as indicated by the National Academy of Engineering, in The Engineer of 2020: Visions of Engineering in the New Century. Data from a survey of 396 African American students' grades 9-12, from a low to middle income level, in a southeastern school were analyzed
using stepwise multiple regression. Results show that among these African American students, math/science self-efficacy was the strongest factor in relation to career decision self-efficacy. In relation to math/science related goal intentions, math/science interest was the strongest shown
factor. Results also show that gender was not significant in either dependent variable. Implications and recommendations relating to the variables are presented.
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Keywords: African American high school students; career decision self-efficacy; engineering; ethnic identity; family relationships; math and science self-efficacy
Document Type: Research Article
Publication date: 01 January 2010
- (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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