Linking early science and mathematics attitudes to long-term science, technology, engineering, and mathematics career attainment: latent class analysis with proximal and distal outcomes

摘要

There is a need to identify students' early attitudes toward mathematics and science to better support their long-term persistence in science, technology, engineering, and mathematics (STEM) careers. Seventh graders from a nationally representative sample (N= 2,861) were classified based on their responses to questions about their attitudes toward mathematics and science using latent class analysis. Four distinct groups of students that differed in terms of their attitudes were identified. There were relationships between attitudinal group membership, demographic characteristics, mathematics and science achievement, and STEM career attainment. Females and underrepresented minorities were more likely to be in the positive attitude group. However, despite these early positive attitudes, females and underrepresented minorities were less likely to be employed in a STEM career some 20 years later. Information about student interests organized in this manner can be used to better target specific interventions to support and encourage persistence in STEM careers.