This study aims to examine the career development of rural undergraduates pursuing science, technology, engineering and mathematics (STEM) degrees. Using Social Cognitive Career Theory (SCCT), it explores how learning experiences and contextual supports shape career trajectories and workforce readiness.
A qualitative case study captured in-depth perspectives of rural STEM undergraduates at a single university. Semi-structured interviews were analyzed using thematic analysis to identify patterns in experiential learning, support systems and career development.
Two major themes emerged. First, To Gain Hands-on Experience showed that practical learning strengthened skills, creativity and career confidence. Second, Financial Support and Social Networks in STEM Career Pathways highlighted the role of scholarships, mentoring and peer support in sustaining persistence and guiding career decisions. These findings support the relevance of SCCT for rural students’ STEM pathways.
The study was conducted at a single institution using a qualitative design, providing rich insights into rural STEM students’ experiences. Future research should include multiple institutions, larger samples and mixed-methods approaches to explore how institutional contexts shape STEM career development and workforce readiness.
The findings highlight the value of integrating experiential learning, targeted financial support and structured mentoring into workforce development strategies to broaden STEM participation.
By addressing barriers faced by rural students, the study supports building a more diverse, socially responsive and geographically inclusive STEM workforce.
This study offers original qualitative insight into rural STEM career development from a training and workforce development perspective, an area still underexplored in industrial and commercial training research.
