Social-Cognitive Career Theory predictors of STEM career interests and goal persistence in minority college students with disabilities: A path analysis

Abstract

OBJECTIVE: To test the Social-Cognitive Career Theory (SCCT) as a STEM career interests and goal persistence model for minority college students with disabilities.

METHODS: A quantitative descriptive research design using path analysis. Participants included 115 minority college students with disabilities from the Minority Disability Alliance in Science, Technology, Engineering, and Mathematics (MIND Alliance) project.

RESULTS: The results indicated that the SCCT causal model fits the data very well, with χ ²/df = 1.15; CFI = 0.99; and RMSEA = 0.04. SCCT constructs accounted for 16% of the variance in STEM career interest and 48% of the variance in STEM goal persistence.

CONCLUSION: The SCCT model provides useful guidance for designing postsecondary education interventions for minority students with disabilities in STEM education to help crystalize their career interest and increase goal persistence.

Keywords

Social-Cognitive Career Theory underrepresented minorities disabilities STEM career interest STEM goalpersistence

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