Why Do Peruvian School Students Choose Science and Technology Careers?

Abstract

The present study examined the interest of Peruvian school students in careers related to science and technology and the variables that predict such interest. PISA 2015 data was used for this purpose. Students’ expectations for pursuing scientific careers were identified by asking the occupation they expect to be working in by the age of 30. The results were interpreted in the light of the expectancy-value theory, a model that emphasizes attitudes towards goals and the self in explaining self-directed behavior. Accordingly, constructs as instrumental motivation, achievement motivation, science self-efficacy, and interest in broad science topics were studied to understand students’ interest in scientific occupations. The analysis strategy included descriptive analysis, confirmatory factor analysis, binary logistic regression, and interaction effects. The results confirmed the international trend wherein being a woman is associated with lower possibilities of choosing a scientific career. In the same way, socioeconomic status and scientific capital were positive related to scientific career expectations. Both findings might suggest equity issues affecting students’ expectations for scientific and technological occupations. Finally, attitudinal and motivational aspects, especially instrumental motivation, demonstrated to play a role in the intention to study science and technology careers. Recommendations for science teaching in schools and study limitations are addressed.