High-Achieving Rural Youth and Math and Science Talent Development: An Application of SCCT

Taylor A. Sommers; Saba Rasheed Ali; Duhita Mahatmya; Megan Foley-Nicpon; Susan G. Assouline

doi:10.1177/08948453251375947

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High-Achieving Rural Youth and Math and Science Talent Development: An Application of SCCT

Journal article

Peer reviewed

High-Achieving Rural Youth and Math and Science Talent Development: An Application of SCCT

Taylor A. Sommers, Saba Rasheed Ali, Duhita Mahatmya, Megan Foley-Nicpon and Susan G. Assouline

Journal of career development, Vol.52(5), pp.648-673

10/2025

DOI: 10.1177/08948453251375947

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Abstract

This study applied Social Cognitive Career Theory (SCCT) to examine factors influencing the academic aspirations of high-achieving sixth and seventh graders (n = 178) in a Talent Identification and Career Exploration (TICE) program, emphasizing geographical and gender differences. Participants were from rural, micropolitan, and college towns in the Midwest. Hierarchical linear regression explored the role of math and science aptitude, self-efficacy, outcome expectations, interests, and community influence on academic aspirations. Math self-efficacy was significantly associated with four-year college aspirations, while science outcome expectations and community influence were associated with advanced degree aspirations. Notable gender and geographic differences emerged; girls reported higher aspirations for advanced degrees despite lower aptitude in math and science than boys, whereas students from college towns reported higher advanced degree aspirations than those from micropolitan and rural areas. Implications for research, intervention, and policy are discussed, including promoting math and science as a pathway for rural revitalization.

Academic Achievement

career aspirations/goals/choices

children/youth

social learning and cognitive theory

Details

Title: Subtitle: High-Achieving Rural Youth and Math and Science Talent Development: An Application of SCCT
Creators: Taylor A. Sommers - University of Iowa
Saba Rasheed Ali - University of Iowa
Duhita Mahatmya - University of Iowa
Megan Foley-Nicpon - University of Iowa, Psychological and Quantitative Foundations
Susan G. Assouline - University of Iowa
Resource Type: Journal article
Publication Details: Journal of career development, Vol.52(5), pp.648-673
DOI: 10.1177/08948453251375947
ISSN: 0894-8453
eISSN: 1556-0856
Publisher: SAGE PUBLICATIONS INC
Grant note: U.S. Department of Education (http://data.elsevier.com/vocabulary/SciValFunders/100000138)
Language: English
Date published: 10/2025
Academic Unit: Graduate College Admin and Gen; Iowa Neuroscience Institute; Center for Social Science Innovation; Psychological and Quantitative Foundations
Record Identifier: 9984962546202771

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