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

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.