Building educational pathways for tomorrows workforce: Factors influencing children's decisions regarding STEM careers?

CONTEXT Engineering and other STEM professionals made decisions about their career choice as early as primary school. During this time there are significant developmental biological changes in the body, with a tendency for gender differences, cultural differences and access to STEM rich environments having strong influences in final choices. PURPOSE OR GOAL Understanding the key factors in career decisions and in particular the timing of those decisions is critical to attracting students to STEM professions, as well as addressing key barriers to participation based on gender, socioeconomic status, and cultural differences. For tertiary educators who spend significant resources in attracting students to degree programmes through outreach programmes, this research will help better tailor and target these experiences and redress areas of historical disadvantage and develop diversity. APPROACH OR METHODOLOGY/METHODS This paper will examine the literature across a range of disciplines including educational, developmental biology, skill acquisition, the gifted and talented, socioeconomic advantage (in particular indigenous) and psychological research to uncover signposts and drivers of STEM interest and ultimately career choices. ACTUAL OR ANTICIPATED OUTCOMES The review reveals adolescence, late primary school is when STEM choices are made by students. Biological and social differences largely explain gender differences, with socioeconomic advantage also playing a large role. By mitigating these differences STEM activities can be better tailored and delivered more suitably to improve outcomes. CONCLUSIONS/RECOMMENDATIONS/SUMMARY This paper has shown there are multiple variables on when and why young people make career decisions about STEM. By untangling these variables that drive their decision-making processes, we can ensure that students don't inadvertently opt out of STEM early in their schooling, thus more students will have the opportunity to undertake STEM at a tertiary level. In particular examination of the innovation literature and targeting domains of student interest rather than 'things' can help with groups that are traditionally under represented, such as females, physically active youth and those with significant socioeconomic factors.