Abstract
This study was conducted to analyze the effects of role modeling, connected curriculum and mentoring on females’ choice of Science, Technology, Engineering and Math (STEM) career fields. This study addresses the following questions; might role modeling, or lack thereof, affect females’ career choices? Did respondents’ experience a lack of connected curriculum in the classroom? What steps can be taken to encourage increased female participation in STEM? The purpose of this study was to establish the importance of increased female STEM role modeling and connected curriculum as a source of positive affirmation of girls STEM abilities and choices. The data analyzed were student responses to a survey conducted in three sections of a general studies university course. The survey was designed to measure student responses regarding the effects that mentoring, role modeling, and connected curriculum have on females’ future STEM career choices. Results of this study demonstrated that role modeling and connected curriculum can influence students’ career choice. Findings also indicated that connected curriculum, role models and mentoring had greater influence on female students’ STEM interest than male students’ STEM interests. Female student’s interest in STEM, or lack thereof, were dramatically linked to exposure to, or lack thereof, the representation of females in STEM. A substantial proportion of the female survey population identified the need for early prominent exposure of students to female STEM role models as a method of connected curriculum.