Abstract

Children’s early science interest begins well before middle school, and parents can be important in generating and sustaining such interest. This qualitative study addresses how parental occupations shape physical scientists’ early science interest. Our framework uses Social Cognitive Career Theory, and our research question is, “How do parental occupations create learning opportunities for children and motivate them to pursue physical science?” We examine interviews from 17 physical scientists in Project Crossover, a sequential mixed-methods study that broadly examines factors influencing entry into physics and chemistry doctoral programs. Parental occupations can create learning opportunities through role modeling, encouragement, exposure, familiarity, and bonding. Thus, parents can be valuable in creating learning opportunities for children outside classrooms. Study limitations include a small sample and lack of information about familial structure. Our research contributes to the emergent understanding of the role of parental occupations in science interest, which further influences individual career trajectories.