TY - JOUR
T1 - Barriers to STEM Efficacy and Outcome Expectations Among Native American College Students
AU - Turner, Sherri L.
AU - McWhirter, Ellen H.
AU - Lee, Hangshim
AU - Mason-Chagil, Gale
AU - Smith, Steve
AU - Jacobs, Sue C.
AU - Jackson, Aaron P.
N1 - Funding Information:
This research was funded in part by the Dept. of Educational Psychology, University of MN.
Publisher Copyright:
© The Author(s) 2022.
PY - 2022/10
Y1 - 2022/10
N2 - Native Americans are severely underrepresented in science, technology, engineering, and math (STEM). In this study, we examined the construal, salience, and relevance of the barriers that Native American college students believe could impact their STEM career preparation. An exploratory factor analysis of the Perceptions of Educational Barriers Scale conducted with 152 Native American college students yielded 8 perceived barrier factors: school expensive, lack of access, lack of preparation, not smart enough, not good at math/science, family responsibilities, discrimination, and lack of support. School expense was by far their greatest barrier, and for men, this barrier negatively predicted their STEM career self-efficacy, with self-efficacy positively predicting their STEM career outcome expectations. For women, lack of support positively predicted their STEM career self-efficacy, with self-efficacy positively predicting and discrimination negatively predicting their STEM career outcome expectations. Results are interpreted in light of social cognitive career theory.
AB - Native Americans are severely underrepresented in science, technology, engineering, and math (STEM). In this study, we examined the construal, salience, and relevance of the barriers that Native American college students believe could impact their STEM career preparation. An exploratory factor analysis of the Perceptions of Educational Barriers Scale conducted with 152 Native American college students yielded 8 perceived barrier factors: school expensive, lack of access, lack of preparation, not smart enough, not good at math/science, family responsibilities, discrimination, and lack of support. School expense was by far their greatest barrier, and for men, this barrier negatively predicted their STEM career self-efficacy, with self-efficacy positively predicting their STEM career outcome expectations. For women, lack of support positively predicted their STEM career self-efficacy, with self-efficacy positively predicting and discrimination negatively predicting their STEM career outcome expectations. Results are interpreted in light of social cognitive career theory.
KW - STEM career outcome expectations
KW - STEM career self- efficacy
KW - perceptions of barriers
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U2 - 10.1177/00110000221108454
DO - 10.1177/00110000221108454
M3 - Article
AN - SCOPUS:85133365049
SN - 0011-0000
VL - 50
SP - 981
EP - 1008
JO - Counseling Psychologist
JF - Counseling Psychologist
IS - 7
ER -
