Abstract
Career decision-making is the process of choosing a future path, which often proves challenging when students feel uncertain about their interests and abilities. Mtemeri (2020) explains that peers exert significant influence on students’ career choices through ongoing social interactions. This study explores how peer pressure shapes the career decisions of Grade 12 STEM students at NU MOA by examining the mechanisms through which peers affect students’ choices and sense of belonging. In this research, data are gathered through semi‑structured interviews with ten purposively selected Grade 12 STEM students. Each interview includes five guiding questions and is audio recorded with informed consent. Interview responses are transcribed verbatim and subjected to thematic analysis to identify recurring patterns related to peer influence on career decision-making. Three main themes emerged from the thematic analysis: conformity to peer choices, indecisiveness arising from peer input, and the dual role of peer influence as both helpful and confusing. Students reported that peer choices frequently shaped their own decisions, driven by a desire to belong or to avoid being left behind. Several participants second-guessed their genuine interests in response to peer suggestions, which led to delays in decision-making. A subset of participants admitted feeling pressured to pursue career paths misaligned with their personal preferences. However, some students described peer advice as an advantage that encouraged reflection and built confidence. Peer conversations broadened career options and made decisions more informed. Others struggled to balance personal goals with peer expectations, underscoring the importance of self‑awareness and independence. Reactions to peer pressure varied according to whether the influence was offered as a suggestion or imposed insistently and by the student’s ability to critically evaluate peer input. This study focused on Grade 12 STEM students at NU MOA and revealed how peer pressure influences career decision-making. Future research was encouraged to include students from other academic strands, grade levels, and institutions to better understand peer influence across contexts. It was suggested to examine additional factors such as family expectations, personal interests, and academic performance. The use of surveys was recommended to identify broader patterns, while focus group discussions could deepen insight into shared student experiences.
