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Career choices of all STEM majors.
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Most undergraduate students who leave STEM majors before graduation choose careers in business. This article argues that better integrating business opportunities and context into the STEM curriculum could advance STEM learning, motivate students to remain in STEM as majors, and cultivate a constructive relationship between business, science, and s...
Context in source publication
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... out in favor of a non-STEM field before graduating, while others who complete their STEM major choose careers in non-STEM fields after graduation (1)(2)(3)(4)(5). Moreover, recent census data suggest that only 27.1% of students graduating with STEM degrees enter the STEM workforce; the remaining 74.3% work in STEM-related or non-STEM careers (Fig. ...
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Citations
... Studies also found that non-technical students are willing to pursue their careers as entrepreneurs regardless of difficulties in financial aid as long as they have sufficient knowledge and self-efficacy (Londono et al., 2020). Stimulatingly, a study by Wernick and Ledley (2020) found that some science students are inclined to choose business ventures as their career path compared to working in their field of study. Gabrielsson et al (2020) also found that students in non-business programs are inclined to be entrepreneurs. ...
Authors in the Journal of Microbiology and Biology Education (JMBE) have demonstrated a clear commitment to diversity, equity, and inclusion (DEI) through commentaries, instructional approaches, and research. However, analysis of JMBE literature using Kendi's antiracist framework (How To Be an Antiracist, 2019) offers additional opportunities for growth. These opportunities are discussed and framed under five emergent conceptual categories (ECCs). First, capitalistic goals (e.g., productivity) are often drivers for DEI initiatives but disproportionately benefit those with power. Humanity-centered reasons, like honoring community values, are also important motivations. Second, faculty are often targeted as primary agents of change for DEI, but more powerful stakeholders such as department and institutional leadership can also implement equitable policies and practices to widen the impact of DEI initiatives. Third, study scopes are sometimes focused on the outcomes of inequity (e.g., lower retention rates for students of color) rather than the systemic causes (e.g., exclusivity of science). While outcomes are important to research, studies should create clear connections and distinctions between the systems and symptoms of inequity. Fourth, active learning and authentic research experiences are not automatically inclusive and do not necessarily validate students' identities. Such approaches may be more impactful when tailored for context and student background. Finally, language and communication can have broad impacts on DEI efforts. As a community, we may need to be more critical of our shared language and communication. This review discusses the five ECCs in depth and offers next steps for supporting DEI across the biology and microbiology education community.
