Date of Conferral
3-5-2026
Degree
Ph.D.
School
Education
Advisor
Amy Adcock
Abstract
Biomedical sciences (BMS) are a common career pathway for U.S. Hispanic high school students interested in pursuing healthcare careers. Little was known about how middle school career exploration programs in science, technology, engineering, and mathematics motivate Hispanic students to continue pursuing BMS careers. The purpose of this basic qualitative study was to explore high school teachers’ perspectives of how middle school BMS career exploration programs can motivate Hispanic students’ interest in BMS careers. The study was grounded in Keller’s attention, relevance, confidence and satisfaction motivation model. Thirteen high school BMS teachers, who have taught or are currently teaching the PLTW BMS curriculum, participated in semistructured interviews. Thematic analysis using a priori and open coding was conducted. Four themes emerged: student engagement in unique, immersive learning environments; connection of academic content to real-world applications; engagement in progressively scaffolded skills; and a greater sense of professional achievement and meaningful learning. Key findings were that middle school BMS career exploration promotes student engagement and helps students acquire industry skills while immersing them in real-world scenarios that can build a sense of inner pride and gratification. By understanding the motivational influence of BMS career exploration, middle school Hispanic students may experience improved engagement in and stronger motivation to pursue BMS careers resulting in positive social change over time.
Recommended Citation
Gurule-Leyba, Stephanie, "High School Teachers’ Perspectives of Middle School Biomedical Science Career Exploration Programs" (2026). Walden Dissertations and Doctoral Studies. 19703.
https://scholarworks.waldenu.edu/dissertations/19703
