EXPERIENCES AND THEIR ATTRIBUTES THAT GAVE STEM PROFESSIONALS SELF-EFFICACY TO CONSIDER NAVAL STEM CAREERS

Abstract

Due to the reliance on STEM professionals to fulfill the Navy’s mission of protecting our country’s interest at sea, developing the pipeline of STEM talent is an area of critical importance to the United States Navy. However, there is concern that the current trend of students obtaining STEM degrees will not meet the demand for STEM professionals. To broach this gap the Department of Defense and the U.S. Navy have instituted several STEM experiences designed to grow the talent pipeline. Using parallel mixed methods, this study explores the experiences and their attributes that contributed to the self-efficacy of STEM professionals in considering U.S. Naval STEM careers. Utilizing Social Cognitive Career Theory (SCCT) and Bandura’s sources of self-efficacy, this research investigated the influential experiences of current Naval STEM professionals.

This study identifies STEM experiences such as in-school, out-of-school experiences, both formal and informal and support systems that foster self-efficacy. There were key themes for implementing effective STEM experiences: the importance of real-world problems; exploring a wide range of topics important to students; the importance of encouragement and inclusivity; the importance of academic support; career chosen on positive attributes; intrinsic interest; and financial opportunities. The study concludes with three recommendations to the Naval STEM Coordination Office: revisit naval STEM catalog and add more real-world problems; formalized mentor training; and connect with affinity groups. The findings aim to inform the development of effective STEM programs to motivate students towards STEM careers, addressing the Navy’s need for a skilled STEM workforce.