Career Path Decisions of Masters-Level Mathematics Students: A Comparative Review

There has been a flurry of research activity, in recent years, on the various aspects of STEM programs in the U.S. Yet there is scant research on vocational selection and career path aspirations of mathematics (hereon, math) students during their graduate-level education. The current study, based on a mixed-design, from data obtained on a small sample (n=28) at the University of West Florida: a) compares graduate versus undergraduate (from data reported by Piotrowski & Hemasinha, 2012) math students' career decisions and preferences, and b) analyzes qualitative data on pedagogic factors that most influence career choice at the graduate level. Nearly half of our sample (46%) plan on finding immediate employment whereas one-third intend to pursue additional graduate studies while being employed. Findings indicate that masters-level math students' entry-level career preferences were as follows: Teaching in higher education, positions as statisticians, applied finance, secondary-level instruction, and working as a consultant. Moreover, these students felt that coursework in statistics, operations research, and mathematical modeling provided a robust foundation in the preparation for specific career positions. Despite an avid interest in finding professional positions in their chosen field, 68% of our sample plan on earning a doctoral degree within 10 years. Additional studies need to corroborate these preliminary findings at larger, geographically-diverse university settings in the U.S. Such research should expand the knowledge base on career path issues faced by newly-minted graduates of advanced STEM programs. Future investigations on math majors need to examine emerging issues like gender differences, 'hybrid' majors, and the influence of graduate-level online education on vocational selection. Introduction While there is an extensive body of research on vocational interest and career choice of undergraduates enrolled in STEM (science, technology, engineering, mathematics) programs (see Bystydzienski, 2009; Fitzpatrick & Silverman, 1989; Lapan et al., 1996; Lent, 2008; Shivy & Sullivan, 2005), there is limited published research on career path and selection of STEM students in graduate-level programs (Tobias, 2002). Thus, the vexing question is: What do newly-minted students of graduate-level STEM programs plan to do next after graduation? Morever, What factors contribute most to their career selection? The current study addresses these issues as it pertains to graduate-level math students of advanced STEM programs. Literature Review Page et al. (2011) touted the success of offering teaching fellowships for socializing graduate students in STEM programs to encourage employment in K-12 school settings. Based on a small sample (n=8) of graduate-level math students, Latterell (2009) failed to inspire interest in secondary-level instruction using a pre-service teaching model. Although career path and ultimate job selection are considered central issues to degree-seeking math students (Piotrowski & Hemasinha, 2001, 2012), few studies examine the process by which graduate students choose their career goals (see Borget & Gilroy, 1994). In a cautionary note, Boen and Kjelsberg (1993) suggest that part of the problem is that due to demanding coursework most math students do not focus on vocational issues (and receive little guidance from math faculty) until the latter stages of their graduate studies. By that time, it is too late to choose elective courses appropriate for specific employment settings or professional roles. This increases the probability of experiencing a poor 'match' for the novice graduate. More robust data on factors that contribute to the career path of graduate students in math STEM programs are sorely needed. Recent studies from overseas indicate that newly-minted math graduates favor pursuing careers in emerging fields like the biological sciences and the financial sector (see Bourner et al. …