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Does Personality Matter? Applying Holland's Typology to Analyze Students' Self-Selection into Science, Technology, Engineering, and Mathematics Majors

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  • P. Daniel Chen
  • Patricia A. Simpson

Abstract

This study utilized John Holland's personality typology and the Social Cognitive Career Theory (SCCT) to examine the factors that may affect students' self-selection into science, technology, engineering, and mathematics (STEM) majors. Results indicated that gender, race/ethnicity, high school achievement, and personality type were statistically significant factors in increasing or decreasing a student's odds of enrolling in a STEM major. Specifically, students with a strong investigative personality were more likely to enroll in STEM majors, while those with a strong artistic personality or enterprising personality were less likely to do so. Males with a strong social personality also tended not to choose STEM majors, though social personality had a positive effect on whether females chose STEM majors. Implications of the findings for policymakers, educators, and administrators were explored.

Suggested Citation

  • P. Daniel Chen & Patricia A. Simpson, 2015. "Does Personality Matter? Applying Holland's Typology to Analyze Students' Self-Selection into Science, Technology, Engineering, and Mathematics Majors," The Journal of Higher Education, Taylor & Francis Journals, vol. 86(5), pages 725-750, September.
    • Handle: RePEc:taf:uhejxx:v:86:y:2015:i:5:p:725-750
    DOI: 10.1080/00221546.2015.11777381
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    Cited by:

    1. Coenen, Johan & Borghans, Lex & Diris, Ron, 2021. "Personality traits, preferences and educational choices: A focus on STEM," Journal of Economic Psychology, Elsevier, vol. 84(C).
    2. Margaret E. Blume‐Kohout & Jacob P. Scott, 2022. "Incentivizing STEM participation: Evidence from the SMART Grant Program," Southern Economic Journal, John Wiley & Sons, vol. 89(2), pages 373-405, October.

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