Troubling declines in numbers of youth studying advanced mathematics and sciences directly impact escalating shortages in Science, Technology, Engineering and Mathematics (STEM) occupations. Dropout occurs when students elect their senior secondary school subjects, post-secondary education, postgraduate studies, and employment; girls and women dropout at a faster rate. Losses in motivations during secondary school predict educational and occupational choices away from STEM fields. Why motivations decline for different youth, how this predicts career choices, and translates into actual occupational outcomes, are examined in a study which includes survey samples of youth in 3 complementary longitudinal studies, from Australia, Canada and the United States.
Helen is an Associate Professor in the Faculty of Education, Monash University, and an Australian Research Council Research Fellow 2011-2015. Previously she has served on the Faculties of the University of Michigan, University of Western Sydney, University of Sydney, and Macquarie University. Her interests include motivation, gendered educational and occupational choices, motivations for teaching, teacher self-efficacy, longitudinal research, and quantitative methods. Her current research work has implications for redressing the gender imbalance in mathematics- and science-related careers, and for supporting the career and professional development of beginning teachers. Helen is currently Associate Editor for Educational Research Review, and has served on the Editorial Boards for the Journal of Research on Adolescence; Equity, Diversity and Inclusion; Journal of Experimental Education; Equal Opportunities International; and the Australian Journal of Education. She has received national and international research awards, attracted substantial external funding, and co-edited recent books and journal special issues including Gender and Occupational Outcomes; Understanding Women’s Choice of Mathematics- and Science-Related Careers; and Motivation for Teaching.
