The authors examined perceptions of key social cognitive career theory (Lent, Brown, & Hackett, 1994) variables related to college‐going and science, technology, engineering, math, and medical (STEMM) careers in 10th and 11th graders (N = 892) attending 3 rural Appalachian high schools. The authors examined differences in perceptions related to gender, prospective 1st‐generation college student status, and the presence or absence of aspirations to pursue a STEMM career. Young women and young men scored similarly on all but 1 dependent variable, college‐going self‐efficacy (young women scored higher). Students who had STEMM career aspirations had higher scores on every measure than those who did not. Results suggest examining a 3rd prospective 1st‐generation college student status group—students who are unsure of their parents’ education level—as a distinct group in future research. By examining the college‐going and STEMM attitudes of rural Appalachian high school students, this study advances the literature and informs practitioners on reducing educational and vocational inequalities in this region.

中文翻译：

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农村阿巴拉契亚高中学生的上大学经历和STEMM认知

作者研究了关键的社会认知职业理论（Lent，Brown和Hackett，1994）的变量，这些变量与10年级和11年级的大学及科学，技术，工程，数学和医学（STEMM）职业相关（N= 892）在3所阿巴拉契亚乡村高中就读。作者研究了与性别，预期的第一代大学生身份以及追求STEMM事业的愿望存在或不存在有关的观念差异。青年妇女和青年男子在1个因变量，大学自我效能感方面的得分均相似（年轻妇女得分较高）。有STEMM职业志向的学生在各项指标上的得分均高于未取得成绩的学生。结果表明，在未来的研究中，将第三组预期的第一代大学生身份组作为一个不确定的组，该组是不确定父母的受教育程度的学生。通过研究阿巴拉契亚农村高中生的上大学态度和STEMM态度，