What counts as STEM, and does it matter?

Abstract

AbstractBackgroundTo accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the ‘black box’ to understand students' conceptualizations of STEM careers.AimsThe aim of Study 1 was to explore whether students' conceptualizations of STEM included medical careers. The aim of Study 2 was to explore whether predictors of STEM career interest (e.g., gender and motivation) varied by STEM definition (inclusion/exclusion of medical careers).SamplesIn Study 1, the sample was US college students (N = 125) who were mostly White (80%). In Study 2, the sample was US 10th‐grade high school students (N = 455) who were mostly Black (79%).MethodsIn Study 1, students completed an online questionnaire. In Study 2, students completed various measures of math achievement, motivation (science and math expectancies of success, interest and importance value) and career interest with an importance.ResultsIn Study 1, medical careers were less often classified as STEM careers than traditional STEM careers, but more often classified as STEM than non‐STEM careers. In Study 2, science importance value was the only motivational predictor of students' STEM+Medicine career interest, and no motivation constructs predicted traditional STEM career interest. Boys expressed greater interest in traditional STEM careers, while girls expressed greater interest in STEM+Medicine careers.ConclusionsStudents' conceptualizations of STEM are not binary. Thus, we recommend researchers are explicit about their definition of STEM with study participants, in their coding and in their publications.