Factors Influencing STEM Career Interests of Maldivian Secondary School Students
DOI:
https://doi.org/10.55712/a6avf596Keywords:
STEM career interest, Social Cognitive Career Theory, Secondary Education, Gender Disparities, Small Island Developing StatesAbstract
Despite a growing national demand for professionals in Science, Technology, Engineering, and Mathematics (STEM), limited research has been conducted on STEM careers within the Maldivian context. This study addresses this gap by applying the Social Cognitive Career Theory (SCCT) to examine the factors influencing lower secondary school students’ interest in STEM careers. Employing a convergent parallel mixed-methods approach, the study integrated findings from a STEM-Career Interest Survey administered to 257 Grade Seven and Grade Eight students in Malé City with insights from five focus group discussions involving thirty-one students. The results revealed that gender did not significantly influence students’ interest in science; however, gender differences emerged in other STEM subjects. Girls reported reluctance to pursue careers in engineering and technology, citing a lack of female role models within their families, and concerns about entering male-dominated fields. While boys demonstrated the lowest interest in mathematics careers among the four STEM subjects, girls exhibited even lower interest in mathematics and engineeringrelated careers. These findings underscore the need to address sociocultural and economic barriers to promote gender equity in STEM. Educational interventions should aim to expand students’ opportunities and capabilities in mathematics and engineering, thereby enhancing their engagement and confidence in these areas. The study offers valuable insights for educational institutions to develop targeted strategies that foster student motivation and aspiration towards STEM careers, contributing to the fulfilment of future workforce demands in this vital sector. Beyond addressing a critical knowledge gap in the Maldivian context, the study holds broader relevance for small island developing states and least deveoped countries. It supports initiatives aimed at raising awareness and providing structured guidance on STEM education and career pathways. Ultimately, these findings can inform policies and programmes designed to meet the global demand for STEM professionals while advancing educational equity and inclusion.
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