Exploring science, engineering, and mathematics career interests among rural women: A qualitative analysis

The current study was approached from a constructivist perspective using qualitative methodology to examine four primary areas of interest: (1) factors influencing the development and maintenance of science, engineering, and mathematical (SEM) career interests among rural young women, (2) first-year college experiences, focusing on math and science courses, (3) the influence of experiences in a rural environment on career development, and (4) the impact of attending a summer camp targeting women interested in SEM careers. The investigation was designed in response to a review of the literature on women's underrepresentation in SEM careers and the literature on career development for rural youth. Specifically, empirical literature based on the social cognitive theory of career development (Lent, Brown, & Hackett, 1994) was reviewed and several shortcomings were identified related to the narrow focus of studies and the lack of attention to contextual factors.;The present study explored women's development of interests in SEM careers and sought to understand participants' constructions of their experience. A review of the literature on the career development of rural youth revealed relatively little empirical attention to this population and a focus on the detriments associated with rural environments. The research design provided an opportunity for a more complete picture of the impact of rural environments to emerge.;Participants included 16 women, ages 17 to 19, who attended a summer camp for women who were interested in SEM careers. Fifteen of the participants were Caucasian; one participant was African American. All participants lived in a rural area. Data analysis followed guidelines suggested by Lincoln and Guba (1985) for naturalistic inquiry. In summary, results included the following: (1) a complex interplay of factors influenced the development of interests in SEM careers; (2) college experiences in math and science courses were often disappointing; (3) the rural environment was instrumental in promoting SEM interests; and (4) the WISE camp did not directly impact career interests, but had other important outcomes.