The Influence of Role Models on Career Path Selection in STEM

Abstract

This study explored the impact of role models on students' career path selection at technical universities, using Gdańsk University of Technology (GUT) in Poland as an example. It examined how both role models and anti-role models shape students’ career decisions during early career-path stages in secondary school and throughout their university education, as well as the reasoning behind students’ career choices. To do so, the authors conducted a qualitative, exploratory study based on semi-structured interviews with 64 GUT students (four men and four women from each of the eight GUT faculties). The results showed that the impact of role models on young people’s career path selection changes as the path progresses, from helping establish goals in the earlier stages to becoming a source of knowledge and skills during university studies. Furthermore, although others’ suggestions were among the most cited reasons for choosing a study, students were reluctant to admit to others’ influence. So, we observed a bias: students declared full self-independence in career path selection, stating that they were primarily motivated by intrinsic factors, especially their own interests, while at the same time reporting influencers who supported their choices. So, it means that students' need for independence is extreme, and it can be a source of bias. Furthermore, students who admitted being influenced by others were most likely to follow in the footsteps of family members, mostly fathers, either working in a similar field or having completed the same major. However, later during their studies at GUT, students became more influenced by their professors than by their family, shifting the focus from perceived closeness and relatability to their role models’ teaching prowess. No significant gender differences were detected in the motivations behind the choice of study, with female and male respondents showing similar likelihood of being influenced by a role model. However, male respondents seemed more likely to be positively affected by interactions with role models, while female respondents were more likely to be negatively affected by anti-role models. Students have reported being impacted by a male 2.25 times more often than by a female. This suggests that, regarding the development of STEM careers, females need not be discouraged, while males need to be inspired. Educational institutions can use the findings of this research to enhance their academic offerings, improve the efficiency of teaching methods, maximize learning outcomes, and improve communication with students. However, further research is required to make findings universally applicable.