Research Database: Article Details
| Citation: | Dutta, A., Kang, H., Kaya, C., Benton, S., Sharp, S., Chan, F., Cardoso, E., & Kundu, M. (2015). Social-Cognitive Career Theory predictors of STEM career interests and goal persistence in minority college students with disabilities: A path analysis. Journal of Vocational Rehabilitation, 43 8. |
| Title: | Social-Cognitive Career Theory predictors of STEM career interests and goal persistence in minority college students with disabilities: A path analysis |
| Authors: | Dutta, A., Kang, H., Kaya, C., Benton, S., Sharp, S., Chan, F., Cardoso, E., & Kundu, M. |
| Year: | 2015 |
| Journal/Publication: | Journal of Vocational Rehabilitation |
| Publisher: | IOS Press |
| DOI: | https://doi.org/10.3233/JVR-150765 |
| Full text: | http://content.iospress.com/articles/journal-of-vocational-rehabili... |
| Peer-reviewed? | Yes |
| NIDILRR-funded? | No |
Structured abstract:
| Purpose: | OBJECTIVE: This National Science Foundation funded research was designed to test the Social-Cognitive Career Theory (SCCT) as a STEM career interests and goal persistence model for minority college students with disabilities. |
| Study sample: | 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. |
| Findings: | RESULTS: The results indicated that the SCCT causal model fits the data very well, with ?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. |
| Conclusions: | 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. |
| Disabilities served: |
Anxiety disorder Depression Developmental disabilities Learning disabilities Mobility impairment Personality disorders |
| Populations served: |
Transition-age youth (14 - 24) |
| Interventions: |
Career counseling Compensatory strategies Rehabilitation counseling |
| Outcomes: |
Other |