Abstract

Factors like (1) race, (2) parental education, (3) income, and (4) career aspirations have limited influence on career decisions. Research delves into how graduates align their education with career choices, particularly in Science, Technology, Engineering, and Mathematics (STEM) strand and non-STEM fields to gain expertise and opportunities (Wolniak & Pascarella, 2005; Melguizo & Wolniak 2011 as cited by Xu, 2013). It is observed that individuals with bachelor's degrees either choose jobs closely related, somewhat related, or unrelated to their major. This decision-making process aims to maximize returns according to individual preferences shaped by social and cultural backgrounds. However, graduation rate and job security satisfaction play a more substantial role when comparing somewhat related and unrelated career choices (Xu, 2013).
STEM career interest is influenced by stereotypes to a significant extent (Archer et al., 2013; DeWitt et al., 2013; van Tuijl & van der Molen, 2016). But little research has been done on how stereotypes affect people's interest in STEM careers and to what extent. According to educators and researchers, the STEM career trajectory resembles an ever-narrowing pipeline, with fewer and fewer kids showing interest in STEM fields as they advance through the schools (Metcalf, 2010 as cited by Luo et al., 2021). Analysis of this problem from the perspective of professional development, a crucial lifelong process for all people, may be helpful at the individual level. From the standpoint of career development, STEM education has the ability to offer individuals experiences and information they may use to guide their professional decisions. Therefore, it is crucial to comprehend how pupils come to favor or reject STEM occupations.