How do young people experience and construct their ‘choice’ (or not) of General Certificate of Secondary Education (GCSE) science route? And what are the identity and other implications (for social justice and widening participation in science) associated with participation on Double or Triple award routes for different groups of students?
Stratifying science: A Bourdieusian analysis of student views and experiences of school selective practices in relation to ‘Triple Science’ at KS4 in England
Through the lens of expectancy-value theory (EVT), what are the potential factors that influence STEM attitudes in the context of computing intervention?
This study aims to provide activities to motivate teachers to use technology in their classrooms and encourage students to pursue a STEM related field, Computer Science in particular.
1) Examine the impact of a predominately female STEEM (science, technology, engineering, entrepreneurship and mathematics) teaching staff on girls’ perceptions of STEEM. 2) Examine the impact of adding entrepreneurship to a STEM curriculum.
Cracking the Code: Girls' and Women's Education in Science, Technology, Engineering and Mathematics (STEM)
The report is intended to stimulate debate and inform STEM policies and programmes at global, regional and national levels. Specifically, it aims to: i) document the status of girls’ and women’s participation, learning achievement, and progression in STEM education; ii) ‘crack the code’, i.e., decipher the factors that contribute to girls’ and women’s participation, achievement and progression in STEM education; and, iii) identify interventions that promote girls’ and women’s interest in and engagement with STEM studies.
From Description to Explanation: An Empirical Exploration of the African-American Pipeline Problem in STEM
Which contemporary theoretical perspectives on access and participation best explain the differences between African-American science majors in the pipeline and those African-Americans who have successfully matriculated into STEM careers?
Early Experiences and Integration in the Persistence of First-Generation College Students in STEM and Non-STEM Majors
To what extent are demographic and academic background, commitment and support, early experiences and integration, and ï¬rst semester academic outcomes related to the persistence of First generation college students (FGCSs) based on major in physical sciences, engineering, math, and computer sciences (PEMC-STEM), other-STEM, and non-STEM)?.
STEM Field Persistence: The Impact of Engagement on Postsecondary STEM Persistence for Underrepresented Minority Students
1) Do the BPS:04/09 data support that underrepresented minority students leave STEM fields? 2) Does the BPS:04/09 demonstrate differential engagement for underrepresented minority students in STEM fields? 3) Do the differing engagement behaviors contribute to STEM attrition of underrepresented minorities?
To estimate the impact of “inclusive” science, technology, engineering, and mathematics (STEM) high schools.
Examination of Factors that Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions
1) What background characteristics, community college experiences, and university experiences predict academic adjustment for community college transfer students in engineering and other STEM (nonengineering) disciplines? 2) What background characteristics, community college experiences, and university experiences predict cumulative GPA for community college transfer students in engineering and other STEM (nonengineering) disciplines?
Characteristics of US Students That Pursued a STEM Major and Factors That Predicted Their Persistence in Degree Completion
1) What are the characteristics of students’ who declared a STEM major? 2)What are the characteristics of students who completed a STEM major? 3)What factors influence students who persisted to complete a STEM major?
1) To what extent do students attending inclusive STEM high schools experience more advanced STEM courses, engaging STEM teaching, real-world STEM experiences, and supports for succeeding in STEM courses and applying to college than do students attending other high schools? 2) To what extent do ISHS students’ STEM interests, activities, achievement, and expectations differ from those of demographically similar students attending high schools without a STEM focus? 3) How are the features promoted for inclusive STEM high schools related to student STEM outcomes?
Do They Stay or Do They Go? The Switching Decisions of Individuals Who Enter Gender Atypical College Majors
The authors explore whether women who enter fields that are male-dominated are more likely to switch fields than their female peers who have chosen other fields, as well as whether men who enter female-dominated majors are more likely to subsequently switch fields than their male peers who have chosen a more normative field.
Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation
This study investigates the relationships between expectancy-value and identity-based motivational variables by examining how these motivational variables predict STEM preparation (i.e., course taking) in high school and college.
Examining STEM Bachelor's Degree Completion for Students with Differing Propensities at College Entry
1) What aspects of students’ demographic, socioeconomic, and academic backgrounds influence selecting a STEM major during the first year of college? 2) To what extent do students’ first year propensities toward a STEM education moderate the influence that first year financial aid and declaring a STEM major, as well as academic performance and integration in the academic and social environments have on STEM degree completion?
Who Aspires to a Science Career? A Comparison of Survey Responses from Primary and Secondary School Students
1) Who holds science aspirations? 2) What factors seem to be connected to aspirations? 3) Are these patterns similar or different at different time points (in primary and secondary school)?
What pre-college characteristics, college experiences, and college environments significantly influence Black students’ participation within the STEM opportunity structure, compared to their White counterparts?
School Choice, Racial Segregation, and Poverty Concentration: Evidence from Pennsylvania Charter School Transfers
1)To what extent are students and schools affected by movement between charter schools and traditional public schools (TPS)? 2) Are student transfers from TPS to brick and mortar (B&M) charter schools associated with increasing racial isolation? How does this vary by geography? 3) Are student transfers from TPSs to charter schools associated with increasing exposure to low-income students? 3) How does this vary by geography? 4) What are the demographic characteristics of the TPSs from which cyber students transfer?
An Investigation of the Linkage Between Technology-Based Activities and STEM Major Selection in 4-Year Postsecondary Institutions in the United States: Multilevel Structural Equation Modelling
1) To what extent do technology-based activities affect students’ selections of STEM majors in 4-year postsecondary institutions at the student level, taking into account math performance, gender, racial/ethnic background, and socioeconomic status (SES)? 2) To what extent do technology-based activities and technology-based school environment affect students ‘selections of STEM majors in 4-year postsecondary institutions at the school level, taking into account math performance, gender, racial/ethnic background, and SES?
Determining the Effects of Computer Science Education at the Secondary Level on STEM Major Choices in Postsecondary Institutions in the United States
1) To what extent does taking more units in computer science courses predict students’ STEM major choices in 4-year post-secondary institutions, controlling for credits earned in math and science, ACT math scores, gender, social economic status (SES), and racial background? 2) To what extent does taking more units in computer science courses predict students’ STEM major choices in 2-year post-secondary institutions, controlling for credits earned in math and science, ACT math scores, gender, SES, and racial background? 3) To what extent does taking more units in computer science courses lead to a significant difference in students’ major choices between4-year and 2-year post-secondary institutions, controlling for credits earned in math and science, ACT math scores, gender, SES, and racial background?
The Role of School Performance in Narrowing Gender Gaps in the Formation of STEM Aspirations: A Cross-National Study
To determine whether the school context is related to the gender gap in STEM aspirations cross-culturally.
Moving Latino/a Students into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools
This research focuses on the predictors of STEM majors in college, focusing specifically on Latino/a students. Also, it examines the effectiveness of collaborative teaching communities in secondary schools. Lastly, this research focuses on teacher satisfaction and teaching practices on student outcomes.
Using Multiple Measures to Make Math Placement Decisions: Implications for Access and Success in Community Colleges
Whether boosted students are equally likely to succeed when compared with other students in the higher-level course despite having lower raw placement test scores.
Supplemental Instruction: The Effect of Demographic and Academic Preparation Variables on Community College Student Academic Achievement in STEM-Related Fields
This study evaluated the influence of input and environment variables associated with participation in supplemental instruction (SI) on student achievement outcomes at a community college. In particular, the study evaluated the relationships between student demographics and academic preparation, faculty and SI member demographics, levels of participation in SI, and academic achievement.
This study examines engineering students’ self-reported learning outcomes by their gender, race/ethnicity, and the intersections of gender and race/ethnicity. This study focuses on the relationship between students’ pre-college characteristics and their learning outcomes.
Factors Influencing Black Males' Preparation for College and Success in STEM Majors: A Mixed Methods Study
1) What specific factors influence Black males’ preparation for college? 2) What specific factors influence Black males’ success in STEM fields?
Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students
Does the Program for Excellence in Education and Research in the Sciences (PEERS) program at UCLA help students to persist within STEM?
Pathway to a Baccalaureate in STEM Fields: Are Community Colleges a Viable Route and Does Early STEM Momentum Matter?
1) Does beginning at a community college affect students’ baccalaureate completion and persistence in STEM fields of study at 4-year institutions? 2) To what extent is STEM momentum related to baccalaureate completion and persistence in STEM fields of study at 4-year institutions? 3) To what extent does beginning at a community college influence STEM momentum?
1) Which levels of belonging are most consistently associated with behavioral engagement as well as emotional engagement after controlling for relevant factors such as self-efficacy? 2) What are the similarities and differences among the different types of institutions in terms of the relationships between belonging levels and engagement?
Science, Technology, Engineering and Math Readiness: Ethno-Linguistic and Gender Differences in High-School Course Selection Patterns
1) What are the ethno-linguistic profiles of high school graduates that entered the ESL program in schools in British Columbia at different ages? 2) What are the determinants and correlates of Grade 12 course selecting patterns (CSP) with respect to student gender, ethno-linguistic group, academic history, grade level at entry and achievement history? 3) What student demographics increase the probability that students will choose classes that prepare them for a STEM major? 4) What are the probabilities of CSP by gender and ethnic group status?
Expectancy-Value Models of the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison Between Black, Hispanic, and White Students
Examine the relationships of demographic and expectancy-value variables with STEM persistence status.
What Matters in College for Retaining Aspiring Scientists and Engineers from Underrepresented Racial Groups
Among students who started college with an interest in majoring in a STEM field, does a student’s race contribute significantly to the chances that he or she will follow through on these intentions? If so, are the effects of race moderated by high school academic preparation and/or key college experiences? If there are racial disparities in persistence rates after controlling for pre-college student characteristics, what are the college factors that contribute to the persistence of under represented racial minority (URM) students? What college experiences and institutional characteristics significantly predict the likelihood that a URM student will follow through on his or her intentions to pursue a degree in STEM?
Assess the variation in perceived STEM support by gender and race/ethnicity and its associations with STEM aspirations. Explore in-depth the participants’ perceptions of microaggressions and support for girls and underrepresented minorities in STEM.
Threat in Context: School Moderation of the Impact of Social Identity Threat on Racial/ Ethnic Achievement Gaps
1. Are the benefits of self-affirmation for black and Hispanic middle school students greater in potentially more threatening school contexts, characterized by the group presence and relative academic position of racially marginalized students?
2. What are the prospects of these interventions to close racial achievement gaps in more and less threatening school environments?
Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender
This study examines social cognitive influences on engineering student STEM confidence, with a particular focus on women and underrepresented minorities.
Compositional Effects, Segregation and Test Scores: Evidence from the National Assessment of Educational Progress
How is the expected test score of an average student predicted by the economic and/or ethnic composition of her or his school?
How Do Academic Achievement and Gender Affect the Earnings of STEM Majors? A Propensity Score Matching Approach
This study examines how the earnings benefits of choosing a STEM major vary both by gender and across the distribution of academic achievement, accounting for the selection into college major using propensity score matching. The purpose of this study is to estimate the earnings gap between STEM and non-STEM majors both across gender and across the distribution of achievement test scores. These estimates improve our understanding of the relationship between STEM major choice and early labor-market earnings, and how this relationship varies across gender.
1) Do coaching intervention models in STEM courses contribute to student semester-to-semester persistence for Latino community college students who participate in these courses, when compared to students who don’t participate? 2) Do Latino community college students who participate in college STEM courses with coaching intervention models perform better, as measured by final course GPA, when compared to students who do not participate?