“When Will I Use This?” How Math and Science Classes Communicate Impressions of STEM Careers: Implications for Vocational Anticipatory Socialization

Abstract

This study expands vocational anticipatory socialization (VAS) theory by articulating the concept of vocational anticipation—envisioning what careers are like and how to attain them based on communication from educators and others. We examine communication-based factors related to the leaking STEM pipeline. Data from 38 focus groups (N = 241) show that math and science classes communicate fragmented and limited information about STEM occupations, what they are like, and how courses and content fit into career pursuits. Findings highlight the importance of understanding how VAS receivers envision the world of work and direct attention toward related communicative concepts like occupational identification and proactive VAS.

Keywords:

• Vocational Anticipatory Socialization
• STEM
• Math
• Science
• Career Development

Acknowledgments

The authors would like to thank David Seibold, Cynthia Stohl, and Michele Jackson for their helpful comments.

Notes

We focus specifically on the role of math and science classes in STEM vocational anticipatory socialization because these subjects often are core requirements and readily available for students to take. We did not interview students in technology or engineering classes because these are not universally offered in schools.

Additional information

Notes on contributors

Jody L. S. Jahn

Jody L. S. Jahn is Assistant Professor in the Department of Communication at University of Colorado at Boulder.

Karen K. Myers

Karen K. Myers is Associate Professor in the Department of Communication at University of California, Santa Barbara.