A Resource-Based Perspective of STEM Career Development: A Latent Class Analysis

Through technological developments and the growing concerns around climate change, the need and demand for electric vehicles has been steadily increasing. A trained and qualified STEM workforce is required to meet these demands, yet standard STEM education may not be sufficient. The STEM development program centered in the present study is a collegiate workforce development program that provides North American students with training and hands-on experience in the engineering of electric vehicles. Drawing from central principles of COR theory, the present study explores the experiences of students within the program utilizing a resource-based perspective and a mixed-methods approach. First, the qualitative barriers reported by trainees revealed that time, finances, and mental health barriers were most prominent. Next, I used latent class analysis to examine patterns of resource availability (i.e., leader support and psychological safety), resource threats (i.e., financial, time, and mental health barriers), and resource investment (i.e., hours per week at the program). The results supported a two class solution, predominantly defined by higher levels of leader support and psychological safety ("High Resources"), or lower levels of leader support and psychological safety ("Low Resources"). Key demographics (i.e., gender, race, and first generation student status) were not significantly related to class membership, nor did the average level of employment success significantly differ between classes. However, the results suggested that individuals in the High Resources class perceived less stress on average than those in the Low Resources class. The findings of the present study reiterate the importance of resources such as leader support and psychological safety. Additionally, this study provides essential insight into the experiences of student trainees within a development program and poses a number of practical recommendations to evaluate programs, promote beneficial behaviors within development programs, meet student needs, and promote student outcomes.