An examination of the use of social cognitive career theory to explore factors influencing the post baccalaureate decisions of high achieving engineering students

Abstract

The literature indicates that the representation of minority science, technology, engineering, and mathematics (STEM) professionals is significantly disproportionate to minority representation in the U.S. general population and workforce, thereby impacting the current pool of primarily White male STEM professionals' ability to meet the rapidly changing demands facing the engineering industry. The need to increase the numbers of science and engineering degrees conferred to ethnic minorities at the baccalaureate level and beyond is evident. This paper shares data from the first phase of a multi method longitudinal study conducted at a Historically Black College/University (HBCU) in fall 2006 and spring 2007 using a sample of 51 high achieving (GPA > 3.0) Black STEM students. The Social Cognitive Career Theory (SCCT) was used as a theoretical framework to provide insight regarding factors influencing the post baccalaureate decisions of high achieving Black STEM students. Survey findings revealed a statistically significant association between STEM discipline and post baccalaureate plans. Qualitative data from a focus group will shed light on factors influencing the aforementioned finding. © American Society for Engineering Education, 2008.