Science- and engineering -related career decision -making, bright adolescent girls and the impact of an intervention program

Despite efforts to increase participation of women in science- and engineering-related occupations, women continue to earn fewer bachelor's, master's and doctoral degrees in science and engineering, and are still significantly less likely to be employed in science and engineering occupations than are white males (Foundation, 1996). Several variables and models have emerged in an effort to understand the career development and choices of women. Research has provided some support for these endeavors. However, despite the proliferation of career models and decades of research findings, much is still unrevealed about the complexities of womens' career development and choices. In particular, a great deal is unclear regarding women and science and engineering careers. Furthermore, little research has been conducted specifically investigating science and engineering careers and bright females.;In addition to theoretical endeavors, recent decades have also seen the emergence of programmatic efforts aimed at affecting the number of girls and women represented in the fields of science and engineering. Unfortunately, relatively few policies and programs have been implemented to attract and retain women in these occupations in substantial numbers (Engineering, 1991). Furthermore, of implemented programs, few have been sustained and even fewer have been systematically assessed for their effectiveness.;In response to these facts and concerns, the present study had two goals: (1) to investigate the saliency of social cognitive factors in the career decision-making processes of bright, adolescent girls; and (2) to evaluate the effectiveness of the Newton Summer Academy, a National Science Foundation intervention program aimed at increasing the participation of women in science and engineering.;Using a quasi-experimental design, with both a treatment and control group, and an integrated social cognitive framework of career development and choice, hypotheses regarding the study's two goals were investigated. Quantitative and qualitative data were collected and analyzed. Results suggested goals, outcome expectations, self-efficacy, gender role identity, support and barriers to be salient factors in the career decision-making processes of bright, female adolescents. In addition, findings suggested the Newton Summer Academy to be an effective intervention for influencing the interest and participation of women in science and engineering. Implications are discussed.