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This study adds to a body of research reporting on pupils' choices and outcomes in relation to science. The article reports on 536 Scottish pupils' perceptions regarding reported intention to choose careers in science, with further analysis in terms of family, friends, gender and ethnicity. The pupils, aged 14-15, from five schools in one Scottish education authority, thought that science is important and scientific careers are good. Pupils had evenly balanced views and attitudes towards science, but just over one third (38.7 per cent) of all respondents indicated that they were considering a career in science. The major factor influencing pupils' career choices in Scotland seemed to be their perception of whether their parents want them to pursue a career in science.

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Disproportionate representation of males and females in science courses and careers continues to be of concern. This article explores gender differences in Australian high school students' perceptions of school science and their intentions to study university science courses. Nearly 3800 15-year-old students responded to a range of 5-point Likert items relating to intentions to study science at university, perceptions of career-related instrumental issues such as remuneration and job security, self-rated science ability and enjoyment of school science. Australian boys and girls reported enjoying science to a similar extent, however boys reported enjoying it more in relation to other subjects than did girls, and rated their ability in science compared to others in their class more highly than did girls. There was no significant difference between the mean responses of girls and boys to the item 'It is likely I will choose a science-related university course when I leave school' and the strongest predictors of responses to this item were items relating to students' liking for school science and awareness from school science of new and exciting jobs, followed by their perceived self-ability. These results are discussed in relation to socio-scientific values that interact with identity and career choices, employment prospects in science, and implications for science education.

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For over two decades the under-representation of African Americans in school science and the workplace has been a central concern for educators, policy makers, and researchers. Existing literature provides many accounts of the barriers to science career attainment. This study examined the science career trajectories of 14 African American high school students who were persistent in pursuing science. Using identity and social space as theoretical tools, [the author] examine[s] the multiple sociocultural factors that shape students' science career trajectories. Results indicate that everyday spaces were critical in shaping their career aspirations and who they wanted to become. Mapping students' learning pathways was critical to understand how different spaces - school, church, neighborhood - framed their narratives and ultimately their decisions to pursue a science career.

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When students commence university studies they typically choose subjects that are of interest to them, and hold only vague notions of intended career paths. However, some universities offer work-integrated learning degrees (WIL), programs that require students to undertake relevant practical work experience by way of work placements, internships or sandwich degrees. The underlying notion of these degrees is that learning occurs, as Lave and Wenger (1991) argue, by way of legitimate peripheral participation, where the student as the 'newcomer' works alongside a practising expert (the 'old timer'). As the student becomes more engaged with workplace practices, he or she begins to learn workplace norms by way of mediated action and situated learning. These workplace norms include things such as the use of workplace-specific language, and particular methodological techniques unique to that workplace (Eames and Cates, 2011). Past research has shown that work placements can greatly enhance career clarification for students (Dressler and Keeling, 2011), and that students gradually become enculturated into a community of practice. Recent research in our group suggests that WIL programs also allow the development [of] greater awareness of career paths. This research indicates, for example, that for some students work placements provide clarity about skills and qualifications needed to become a research scientist - subsequently providing motivation to complete graduate studies. Several OECD reports highlight the need for more [Doctor of Philosophy] PhD level scientists and engineers, and [the authors] argue here that WIL programs provide a career clarification that is more convincing than any amount of career counselling.

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The shortfall of young people, particularly women, in the field of science, mathematics and engineering (SME) has been shown in many national studies. Schreiner and Sjoberg (2007) indicated that boys outnumber girls in physics and engineering studies, while the gender balance is shifted towards the girls in studies including medicine, veterinary medicine, environmental science and biology. This paper sets out to explore the issues, which are relevant to understanding these gender differences and the factors affecting students' career choices. The instrument called 'Vilje-con-valg' was used to obtain data from 1635 first year students from eight different departments - mechanical, civil, computer, electrical-electronics, industrial, chemical, environmental and food engineering at 21 universities in Turkey. The results of this study showed that (i) most of the students decided on career options during their last grade level in high school or after graduation from high school, (ii) students were influenced by the jobs that they were interested in; their talents and abilities that they wanted to use and job prospects after graduation, (iii) internet, popular scientific magazines, books and movies were important factors in choosing their careers and (iv) the creativity and independence in the jobs are important considerations that influence career decisions.

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Debates about school science, students' engagement with, and participation in science, technology, engineering and mathematics (STEM), and the supply of suitably qualified people for STEM related fields have been ongoing in England since the early 20th century. Recent key policy documents and STEM related organisations have highlighted a skills gap in these fields that, if not addressed, could have significant implications towards the country's economic development and prosperity. A large body of literature exists which contributes to the understanding of why it is that young people opt out of post-compulsory STEM education and STEM related careers. However, even with a large knowledge base and a wide range of initiatives and projects that have been carefully designed with the underpinning aim of attracting more young people to STEM related careers (10 year Science and Innovation Framework-HMT, 2004) there still appears to be a problem. This paper presents data gathered from two studies undertaken by the authors in 2004 and 2010. Key findings from two surveys of school students' perceptions of school science and science and engineering in general, and from follow-up focus group interviews are reported. Data sets from both 2004 and 2010 reveal a large amount of congruence in the students' perceptions. While the majority of participating students state that they enjoy school science they also state that they would not consider study of STEM related subjects beyond compulsory education or a STEM related career. The paper situates key findings within existing literature and argues that there is some way to go before we can begin to piece together the large range of factors which influence student's decisions to opt out of STEM study and careers and to develop a clear and effective strategy for tackling the problem.

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This paper describes results from a study on the career choices of women earning doctorates in chemistry in the United States. Presented here are findings related to the participants' identification with traditional female gender roles and expectations for behavior in the male-dominated field of chemistry. Underlying a career decision-making model are the traditional gender roles women participants struggled with as they evaluated different careers in chemistry. Many of the participants envisioned being the primary caretakers for their future families and wanted careers that would accommodate this lifestyle. Findings of note include the freedom from traditional female gender roles exhibited by the lesbian participant, the views towards future familial responsibilities exhibited by both the participants in a relationship and those who were single, and the conflict between feminine personality traits and observed mannerisms of women faculty members. The challenge for research-focused chemistry departments in the United States lies in making departmental culture more supportive of families, more accommodating of the need for work-life balance, and more accepting of traditionally feminine mannerisms and behaviors.

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