STEM Equity Begins With Perception: How First-Generation Status, Gender, and College Pathways Shape Entry Into STEM Teaching

This study examined perceptions of careers in teaching by administering a survey to STEM majors at a four-year and community college. Altruistic motivations were commonly chosen upsides, while low earning potential was the most commonly chosen downside. Financial incentives were key enticements, and mattered more to four-year students. Formal teaching experience and course flexibility mattered to community college students, who were more open to consider teaching. Results underscore the importance of considering the impact of personal characteristics such as first-generation status, gender, and college pathway on perceptions of and ultimately entry into STEM teaching.