Abstract

This article offers explanations as to why good candidates for mathematics or physics degrees might opt to study subjects other than STEM (science, technology, engineering, mathematics) subjects at university. Results come from analysis, informed by psychoanalytic theory and practice, of narrative-style interviews conducted with first-year undergraduates and from survey data. It is argued that psychoanalytic interpretations have a role in educational research. Also, it is shown that unconscious forces influenced young peoples' decision making. Implications for policy are discussed, in particular, the issues of (a) the role of commitment and (b) being good enough to study a STEM discipline.

Citation

Rodd, M., Reiss, M. & Mujtaba, T. (2014). Qualified, but Not Choosing STEM at University: Unconscious Influences on Choice of Study. Canadian Journal of Science, Mathematics and Technology Education, 14(4), 330-345. Retrieved February 25, 2020 from https://www.learntechlib.org/p/168036/.

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Keywords

• Achievement Need
• Attribution Theory
• Change Strategies
• College Freshmen
• Course Selection (Students)
• decision making
• Defense Mechanisms
• Educational Research
• Foreign Countries
• goal orientation
• influences
• Interviews
• Majors (Students)
• Self Efficacy
• STEM education
• student attitudes
• Student Educational Objectives
• Student Surveys
• Theory of Mind
• undergraduate students