From Interest to Intention: Factors Shaping Black Boys’ STEM Career Expectation in Early Adolescence

ABSTRACT

This study examines the predictors of STEM career expectation among Black boys in ninth grade using nationally representative data from the High School Longitudinal Study of 2009. Guided by social cognitive career theory, we analyze associations between math and science self‐efficacy, career exploration activities, and STEM career expectation in early adolescence. Binary logistic regression results indicate that math and science self‐efficacy is a significant correlate of STEM career expectation for all but Asian boys, whereas commonly emphasized career exploration activities show a positive relationship with STEM career expectation for all but Black boys. These findings suggest that mechanisms frequently targeted in STEM career development initiatives may not operate uniformly across racial/ethnic groups. By centering Black boys and focusing on early adolescence, this study underscores the importance of contextual and structural influences in supporting more equitable STEM career pathways.