Models of career development have focused on important vocational influences such as self-efficacy, exposure, and gender prescriptions but have glossed over the role of communication in socializing adolescents toward or from various careers. We investigate academic interests in math and science and related career aspirations in science, technology, engineering, and mathematics (STEM). Drawing on data from 38 focus groups (241 students), the proposed Vocational Anticipatory Socialization (VAS) model of STEM depicts factors that influence adolescent academic-career interests including communication associated with gender prescriptions; cultural membership/socioeconomic status; experiences; personal factors (self-efficacy, exposure, resilience); and importantly, the sources and significance of VAS messages for the development of academic-career pursuits.
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