55. Exploring Factors Influencing Students’ STEM Subject Choices: A Study at Ivybridge Community College

STEM (Science, Technology, Engineering, and Mathematics) subjects are critical to driving innovation and economic development, yet many students choose to avoid these fields in further education or are underrepresented (RAE, 2016 and House of Commons, 2023). Ivybridge Community College is the 2nd largest secondary school in Devon. This study aims to analyse the factors influencing the decision-making process of students aged 16–18 regarding their engagement with STEM subjects. By identifying key personal motivators, barriers, social influences, and educational contexts, this research seeks to address the growing challenge of declining STEM enrolment.
The research focuses on uncovering actionable insights to inform strategies that improve STEM engagement and participation. This is particularly vital for developing targeted interventions that address underrepresentation and encourage inclusive learning environments. Findings are intended to support STEM educators and policymakers in designing effective programmes to encourage more students to pursue STEM fields.
Data was collected via anonymous questionnaires completed by 16–18-year-old students currently studying at Ivybridge Community College. Ethical approval was given by the University of Plymouth Faculty of Science and Engineering Research Ethics and Integrity Committee. The questionnaire explored student perceptions, attitudes, and experiences regarding STEM subjects, as well as familial and role model influences and demographics. Some survey questions were informed by the Social Cognitive Career Theory (SCCT), which emphasises the interplay between self-efficacy, outcome expectations, and personal goals in shaping career-related decisions (Lent, Brown, & Hackett, 1994). SCCT provided a theoretical framework for designing the survey and will guide data analysis, enabling an exploration of how individual and social factors interact to influence STEM choices.
Preliminary findings suggest that factors such as perceptions of career prospects, role models, and teaching quality play significant roles in shaping students’ STEM engagement. Full data analysis, to be completed before the conference, will provide deeper insights into these trends, and inform recommendations for interventions. Potential strategies may include curriculum enhancements, improved teacher training, and outreach initiatives that highlight STEM’s relevance and accessibility. These insights will be particularly useful for addressing disparities in participation among underrepresented groups and ensuring all students feel supported in exploring STEM opportunities.
Presenting these findings will contribute to broader discussions on improving the accessibility and support for STEM engagement and enrolment. The insights generated will be valuable for STEM educators, policymakers, and researchers seeking evidence-based solutions to increase participation and diversity in these innovative and everchanging fields.
References
Royal Academy of Engineering Education and Skills Committee (2016). The UK STEM Education Landscape. Available at: www.raeng.org.uk/stemlandscape [Accessed 20 Jan 2025].
House of Commons Science and Technology Committee (2023). Diversity and Inclusion in STEM. Available at: https://publications.parliament.uk/pa/cm5803/cmselect/cmsctech/95/report.html
[Accessed 20 Jan 2025].
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance [monograph]. Journal of Vocational Behavior, 45, 79–122.