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PR1 GR2 Chap 2

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13 views4 pages

PR1 GR2 Chap 2

Uploaded by

Russel Hidalgo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CHAPTER 2

RELATED REVIEW OF LITERATURE

Career decision-making is a complex process for high school

students, particularly those in the STEM (Science, Technology,

Engineering, and Mathematics) track. At Northern Philippines College

for Maritime Science and Technology, understanding the factors that

guide Grade 11 STEM students’ career decisions is essential to offer

effective guidance and support services. This review investigates three

primary influences: socialization (from family, teachers, and peers),

personal interest in STEM, and the availability of school resources and

opportunities. Together, these elements shape students' decisions

regarding future career paths, making them valuable areas of study for

guiding young individuals toward fulfilling careers in STEM fields.

Socialization plays a crucial role in shaping students' career

paths, as family, teachers, and peers strongly influence career-related

attitudes. Family expectations are often among the most impactful

influences, particularly when parents express encouragement toward

STEM fields. Research has shown that family discussions about STEM-

related topics and parents’ own interests in STEM fields often foster

early student interest and commitment to similar paths (Archer et al.,

2012). Furthermore, families that provide students with access to

STEM-related resources or enrichment activities (such as museum


visits or science kits) can deepen their understanding and interest.

Teachers are similarly influential, serving as both mentors and role

models. Sahin et al. (2019) note that teachers who demonstrate

enthusiasm for STEM subjects and actively engage students in

problem-solving activities boost student confidence and engagement.

According to the International Journal of STEM Education (2020),

teachers who offer career-specific guidance, such as discussing real-

world applications of math and science, enhance students’ career

clarity. Peer influence also matters significantly; students often gain

career motivation when their friends and classmates express

enthusiasm and goals related to STEM, creating a mutually reinforcing

environment of shared aspirations (Sahin et al., 2017; Schunk et al.,

2014).

Personal interest in STEM subjects is another influential factor.

Students who find STEM intrinsically interesting or meaningful are

more likely to pursue career paths aligned with these fields. Research

by (Lent et al., 2016) suggests that personal interests often act as a

powerful motivator for students, especially those who excel in and feel

confident in these subjects. Students with a high level of intrinsic

motivation often engage more deeply with STEM, participating in

advanced coursework, science fairs, or coding clubs, further enhancing

their career aspirations. According to findings in International Journal of

STEM Education, self-initiated projects and extracurricular experiences


can significantly strengthen a student’s career intentions by making

STEM both relevant and rewarding. Furthermore, for many students,

personal interest in specific STEM topics, such as technology or

environmental science, can lead to a clearer understanding of potential

career paths within those disciplines, as they research job options that

align with their interests (Maltese & Tai, 2011; DeWitt et al., 2011).

School resources and STEM-related opportunities also

significantly impact career decisions. Schools that provide advanced

courses, access to well-equipped laboratories, and extracurricular

activities create an environment conducive to exploring STEM careers.

According to (Ethel & Chikoko, 2020), hands-on learning experiences,

such as lab projects, industry visits, and internships, allow students to

understand real-world applications of STEM skills, helping to confirm or

adjust their career aspirations. The International Journal of STEM

Education article further highlights that practical exposure to STEM

fields, through activities like mentorship programs or engineering

challenges, can help clarify STEM careers and make them more

accessible. Schools that foster partnerships with local industries, or

provide programs in which students can shadow professionals in STEM

fields, allow students to envision themselves in these roles. Access to

career counseling resources, especially counselors trained in STEM

career guidance, is equally important as it helps students navigate the


diverse pathways in STEM, providing clarity and reducing potential

feelings of overwhelm (Desrochers, Naybor & Kelting, 2020).

The career decisions of Grade 11 STEM students are shaped by a

combination of social influences, personal interest, and educational

resources. Family, teachers, and peers collectively create a social

framework that either encourages or limits students' STEM aspirations.

Personal interest in STEM subjects supports students' commitment to

these fields, while school resources—ranging from advanced classes to

real-world experiences—reinforce career clarity. Together, these

influences highlight the importance of comprehensive support systems

that allow students to make informed decisions regarding STEM

careers. For educators and policymakers at Northern Philippines

College for Maritime Science and Technology High School, these

findings underscore the importance of a holistic approach to career

guidance, fostering an environment where students feel supported and

empowered to pursue STEM.

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