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Previous research has found that first-years in college is challenging due to changes in academic demands and the adaptation process. In addition to this, research on career development has found that barriers and supports may influence career interest, motivation to continue and student retention. This study explores the influence of specific supports and barriers among first-year engineering college students. To reach this goal, a case study was conducted with 425 engineering students at three universities in Lima, Peru. Based on Social Cognitive Career Theory (SCCT), we performed a Structural Equation Model (SEM) to assess effects of contextual factors such as barriers and supports on self-efficacy, coping self-efficacy, and goals. Results showed that certain supports and barriers influence self-efficacy, cope self-efficacy and goals. Effects of these factors in first-year students and possible strategies for retention in STEM careers are discussed. © 2020 ASTES Publishers. All rights reserved.

─ Nowadays, there is a consensus about the importance of science, technology, engineering and mathematics (STEM). Previous empirical research has found that contextual barriers and supports have the potential to limit or foster the career goals of college students of STEM careers. The aim of the current study was to explore the effects of barriers and supports in self-efficacy, interests, outcome expectations and goals through Social Cognitive Career Theory (SCCT). The participants in this study were 270 system engineering college students from three universities in the North of Lima, Peru. We test causality relationships between barriers and supports and each nuclear component of SCCT. To test direct effects, structural equation modelling was employed. In addition to these, we established different types of barriers and support in the current sample. Therefore, the present study may help educational institutions and policymakers to develop specific systematic strategies for system engineers such as career orientation, academic skills training, counselling, and psychological services.

Within the rapid proliferation of gender studies and the underrepresentation of women in science, technology, engineering and mathematics (STEM), an area of research has emerged among scholars. Over the past years, different academic, health and economic institutions have called for a closer analysis of women underrepresentation in STEM careers. In Peru, there is some preliminary evidence with regard of women underrepresentation in STEM careers, however, qualitative studies are scarce in the field. To analyze this gender gap phenomenon, we explored experiences, feelings, behaviors and Social Cognitive Career Theory variables such as self-efficacy, barriers, supports and career development. To reach this goal, qualitative and in-depth interviews were carried out among female engineering students. All participants were in their last year of career andwere selected from three universities in Lima, Peru. A thematic analysis confirmed SCCT variables such as self- efficacy, interest, goals, outcome expectations, barriers and supports in different themes. In addition to this, several subthemes emerged in each component across the sample. However, it was of particular interest the presence of sub- themes in the barrier theme, which was composed of "economic barriers", "effects barriers", "mother career barriers", "father career barriers", "institutional barriers", "social barriers", "direct gender discrimination" and "indirect gender discrimination". Even though these factors were not present in the majority of students, it showed educational experiences in female students from engineering careers in Peru. Implications for these findings are discussed for educational institutions, career counsellors and gender equality policymakers.

it is well known that an economy based on knowledge has a strong potential for human capital. In this sense, universities have a key role in student’s professional development and performance, as well as to increase the number of professional population in science, technology, engineer, and mathematics. The aim of the present study is to obtain student’s individual, structural and external characteristics by considering their context, which represents a condition that shape student’s interest, persistence and goals in computing engineering discipline through career development. To accomplish this, we used self-reports based on Social Cognitive Career Theory in a sample of system engineering students (n=270) from three universities in the north of Lima. In addition to this, we evaluate the model through Structural Equation Modeling (SEM) under the partial least squared (PLS-SEM) approach. Results showed different associations and effects in individual and contextual variables among system engineering students.