The Relationship between Advanced and Enriching Precollegiate Education in STEM fields and High School Students’ STEM Career Intentions: Implications for Educators and School Counseling Programs

Hongryun Woo¹, Nanseol Heo², Jungeun Lee³, Chaiqua Harris⁴, Injung Lee⁵

¹Department of Counseling & Human Development, University of Louisville
²Department of Youth Education and Counseling, Soonchunhyang University
³Department of Psychological, Health, and Learning Sciences, University of Houston
⁴Counselor Education & Family Studies, Northwestern University
⁵Department of Counseling and Higher Education, Northern Illinois University

Corresponding Author
Nanseol Heo, Correspondence concerning this article should be addressed to Nanseol Heo, Department of Youth Education and Counseling, Soonchunhyang University, South Korea.
Email: nanseolheo@gmail.com/nsheo@sch.ac.kr

Abstract

This study examined the significance of advanced and enriching precollegiate education in science, technology, engineering, and mathematics (STEM) fields beyond the regular STEM-related courses on high school students’ career intentions, particularly through the lens of educational dose. A total of 241 students participated in the study. Findings of hierarchical regression analyses indicated that the number of regular math classes in school significantly correlated to career intentions in math and science fields; similarly, the number of regular science classes in school was significantly related to career intentions in the technology field. Also, advanced and enriching precollegiate education in computer/technology was found to have a significant relationship with career intention in the field of engineering. Implications and suggestions for educators and school counseling programs are provided.

The Relationship between Advanced and Enriching Precollegiate Education in STEM fields and High School Students’ STEM Career Intentions: Implications for Educators and School Counseling Programs

Abstract

초록

Figure

Table