Workforce Development for Emerging STEM Career Areas: Upper Primary Student Career Perceptions in Microelectronics

Abstract

Microelectronics (ME) are an important part of our everyday technologies and they represent an in-demand industry in many parts of the world. Early learning experiences may help students understand ME and become interested in ME-related careers. Guided by Social Cognitive Career Theory (SCCT), this preliminary study explored how upper primary school students perceive ME-careers and how these perceptions changed after participating in ME-focused instructional units. A total of 93 students in grades 3–5 from several schools in the Midwestern United States participated in the study. Students completed pre- and post-surveys that measured their exposure to ME and their motivation to learn about ME and ME careers. As the survey responses were collected in a dichotomous (Yes/No) format appropriate for this age level, a McNemar’s test was used for the data analysis. Results showed significant increases in students’ exposure to ME across all the related survey items. However, only one motivation-related survey item demonstrated a statistically significant increase. While a significant difference was found on only one motivation items, there was no indication of reduced motivation toward ME careers. These findings suggest that ME-focused instruction can increase elementary students’ awareness of ME. However, short-term lessons alone may not be enough to strongly change motivation. Longer and repeated learning experiences may be desired to support early career development in ME.