Perceived support and barriers for developing interests in STEM careers: an integrative literature review
DOI:
https://doi.org/10.18675/1981-8106.v35.n.70.s18796Keywords:
Self-efficacy. Career. Gender. Supports and barriers. STEM.Abstract
The factors influencing interest and career choice in STEM are multiple. Although these factors are investigated from different perspectives, Social Cognitive Career Theory (SCCT) provides a robust framework for understanding the conditions that facilitate or limit the exercise of agency in career choice within this field. This study aimed to conduct a literature review to identify supports and barriers associated with STEM career interest and choice among high school students from the perspective of SCCT. An integrative literature review was conducted using the Scientific Electronic Library Online (SciELO) and Web of Science databases, considering articles published in the last five years (2020-2024). The results demonstrate that self-efficacy is a critical personal factor, influencing men and women differently. Among the support factors, family and educational support, access to career information, and direct experiences with the field stand out, as they promote engagement and interest in STEM. Conversely, barriers such as the lack of female role models, gender stereotypes, and limitations within the school environment can discourage interest. The discussion emphasizes the importance of interventions that promote self-efficacy, especially for female students, to expand their opportunities in STEM.
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