Why high-achieving students avoid STEM careers: a Q-methodology study in China and Scotland

Zhou, Yingying (2025) Why high-achieving students avoid STEM careers: a Q-methodology study in China and Scotland. PhD thesis, University of Glasgow.

Abstract

Studying students’ STEM (science, technology, engineering, and mathematics) career aspirations has been a critical area of research for understanding students’ perspectives, motivations, and attitudes. However, many countries face a significant shortage of STEM talent, compounded by the concerningly low proportion of high-achieving students aspiring to STEM-related careers. To investigate why some high-achieving students opt against STEM pathways, this study focuses on China and Scotland—two nations with a high proportion of academically high-achieving students but a comparatively low interest in STEM careers. Despite these shared characteristics, the contrasting educational and cultural contexts of China and Scotland provide unique perspectives for understanding students’ career aspirations.

This study employs Q-methodology to explore students’ perspectives on STEM careers, combining Q-sorting and interviews to collect data. A systematic literature review and a questionnaire were used to develop 31 statements for the Q-sorting activity, representing potential reasons for students’ lack of interest in STEM careers. These reasons were framed using the Expectancy-Value-Cost (EVC) model and Social Cognitive Career Theory (SCCT). A total of 15 Chinese and 10 Scottish students participated in the Q-sorting exercise, ranking the statements based on their personal views. Post-sorting interviews followed to allow participants to elaborate on their reasoning and provide additional insights. Data from the Q sorts were analysed using PQMethod 2.35 software, while the interviews underwent thematic analysis using NVivo 14.

The analysis identified three distinct factors among Chinese participants: I Lack Competitiveness, I Prefer a Non-STEM Career, and STEM Careers Come at a High Cost. For the Scottish participants, two factors emerged: I Don’t Belong to STEM Fields and STEM Is Not My Dream Job. The findings highlight nuanced perspectives within and across the two cultural contexts, revealing both similarities and differences in how students perceive STEM careers. Findings further revealed the application of the EVC model in describing students’ intention to avoid or leave STEM careers.

This study concludes by emphasising the significant value of the EVC and SCCT frameworks in understanding students’ STEM career aspirations. In particular, the EVC framework proved instrumental in analysing the lack of career aspirations or intentions to withdraw from STEM pathways. Practical recommendations for educators, policymakers, and researchers are proposed, including strategies to overcome barriers to STEM career aspirations, foster deeper student engagement with STEM disciplines, and design educational policies that are better aligned with students’ motivations, aspirations, and needs. Furthermore, the study addresses its limitations, offering a solid foundation for future research to examine the intricate relationships between motivational factors, perceptions, and contextual influences within diverse cultural and educational landscapes.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: H Social Sciences > H Social Sciences (General)
• Colleges/Schools: College of Social Sciences > School of Social & Environmental Sustainability
• Supervisor's Name: Shirazi, Dr. Shaista and Wong, Dr. Gary
• Date of Award: 2025
• Depositing User: Theses Team
• Unique ID: glathesis:2025-85167
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 09 Jun 2025 13:59
• Last Modified: 09 Jun 2025 16:10
• Thesis DOI: 10.5525/gla.thesis.85167
• URI: https://theses.gla.ac.uk/id/eprint/85167