Document Type


Publication Date

Spring 2018

Published In / Presented At

Faculty Research Symposium 2018


Science and Mathematics Education | Secondary Education | Vocational Education


The low number of underrepresented minority teachers across all disciplines and all grade levels is a well-documented problem facing the nation. These disparities become even more pronounced when examining the STEM teaching workforce. According to a report produced by Horizon Research, Inc. (Banilower et al., 2013), only 8% of high school science teachers and 8% of high school mathematics teachers characterize themselves as non-white. The purpose of this study was to generate an empirically grounded understanding of three aspects of the career considerations of high-achieving, underrepresented minority students (career interests and barriers, the people and organizations that influence career decisions, and the fit between STEM teaching and students’ life goals). Findings show that while most students are not interested in STEM teaching careers, they did find that their life goals aligned with life goals that could be realized with a teaching career.


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