Factors That Influence Undergraduate Student Interest in Plant- and Crop-Science Related Careers.

The understanding that a diverse workforce provides multiple advantages underlies efforts to increase participation of underrepresented minority (URM) students in science, technology, engineering and math (STEM). In 2006, URMs made up 28.5% of the U.S. population, but only 9.1% of college graduates in science and engineering (NSF, 2013). In 2012, participation of Blacks and Hispanics in STEM occupations was lowest in life (non-medical), physical and social science fields (NCES, 2016). From 2004 to 2012, enrollment of URM undergraduates in agricultural science fields was lowest in plant sciences (FAEIS, 2014). Social Cognitive Career Theory (SCCT) proposes that career choice results from a combination of cognitive, personal and contextual factors that influence career interests, goals and actions. We used SCCT to think about factors that influence student interest in careers and to develop a survey to understand differences in factors that influenced career interests of URM and non-URM undergraduates majoring in plant sciences--including applied plant sciences--and general biology. We included questions about perceptions of careers related to these fields of study and about contextual factors that influenced career choice. In spring, 2017, an email requesting student participation in the anonymous, online survey was sent to 265 department heads at largely-white, research intensive universities and minority serving institutions. Over 1000 students responded to the survey. Responses were interpreted using Social Cognitive Career Theory. Survey responses provide insights on primary factors that influence the degree choice and career interests of URM and non-URM students’ who major in a life-science discipline. Responses help to identify leverage points that can positively influence students’ perceptions of plant sciences and can be used in designing efforts that promote student interest in plant sciences.