Career Development and Decision-Making in STEM Among Rural Undergraduates: A Social Cognitive Career Theory Perspective

This study examines the career development trajectories of undergraduate students from rural backgrounds pursuing degrees in science, technology, engineering, and mathematics (STEM), guided by Social Cognitive Career Theory (SCCT). Through a qualitative interpretive approach, the research provides a nuanced analysis of the social, cognitive, and contextual factors shaping students’ academic and professional pathways. Two central themes emerged: To Know the Unknown (Being Inquisitive) , which captures students’ intrinsic curiosity and early exposure to STEM through family, peers, and personal relevance; and Possibility of a Different Career Choice , reflecting the evolving decision-making process influenced by perceived utility, major switching, and career exploration. Findings reveal the critical role of early interest cultivation, strong social support systems, and career awareness in promoting STEM persistence among rural students. This study offers actionable insights for educators, policymakers, and institutions aiming to strengthen a more inclusive and adaptive STEM workforce.