Barriers to STEM Efficacy and Outcome Expectations Among Native American College Students
Bibliographic Data
| ID | 8914733 |
|---|---|
| Authors | Sherri L Turner (0000-0002-0380-2223, University of Minnesota, corresponding author), Ellen Hawley Mcwhirter (0000-0002-9670-3629, University of Oregon), Hang-Shim Lee (0000-0002-1460-3852, Counseling Psychology, Konkuk University, Seoul, South Korea), Gale Mason-Chagil (Private Practice, St. Paul, MN, USA), Steve Smith (0000-0002-0607-2393, Counseling and Psychological Services, Brigham Young University, UT, USA), Sue C Jacobs (Counseling Psychology, Oklahoma State University, OK, USA), Aaron P Jackson (0000-0003-1663-5951, Brigham Young University) |
| Year | 2022 |
| Volume | 50 |
| Issue | 7 |
| Pages | 981-1008 |
| Publication date | 2022-06-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Counseling Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0011-0000 • E-ISSN: 1552-3861 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/00110000221108454 |
| OpenAlex | W4283716857 |
| Language | EN |
| Citations received | 4 |
| References cited | 40 |
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
Exploratory factor analysis · Native american · Psychometrics · Salience (neuroscience · Self-efficacy · Social cognitive theory · Career Development and Diversity · Clinical Psychology · Diverse Educational Innovations Studies · Education, Achievement, and Giftedness · Psychology · Social Psychology
Unidimensional Scaling
Predictors of science, technology, engineering, and mathematics choice options
Perceived Barriers to Education and Career
Student Attraction, Persistence and Retention in STEM Programs
Contextual supports and barriers to career choice
Sample size in factor analysis.
Examining the Career Self-Management Model Among Native American Students With STEM Career Goals
Old Problem, New Perspectives
How culturally engaging campus environments influence sense of belonging in college
Giving back or giving up
Influences of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of American Indian undergraduates
Native American undergraduate students' persistence intentions
Microaggressions and Ethnic Identity in the Career Development of Latina College Students
Racial/ethnic disparities in US college students’ experience
Racism, Parent Support, and Math-Based Career Interests, Efficacy, and Outcome Expectations Among African American Adolescents
Alternative Ways of Assessing Model Fit
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |