The purpose of this study is to identify the factors that predict 9th grade students’ science self-efficacy and STEM career intent.
Current Selections
ClearCohort changes in the relationship between adolescents' family attitudes, STEM intentions and attainment
1) Are family attitudes less likely to constrain young women’s STEM intentions and attainment in the 1990s, as compared to the 1970s? 2) Alternatively, did the effect of family attitudes become less gendered during this period, such that family attitudes constrained both women’s and men’s STEM intentions and attainment among the 1992 cohort?
College Student Pathways to the STEM Disciplines
1) What individual and school-level factors influence students pathways to STEM fields during college? 2) What institutional factors affect students’ likelihood of majoring in a STEM field in college, controlling for differences in student characteristics?
Supporting Future Scientists: Predicting Minority Student Participation in the STEM Opportunity Structure in Higher Education
Researches STEM persistence by identifying the educational experiences and institutional contexts that contribute to student access and involvement in the opportunity structure. The STEM opportunity structure are extracurricular and co-curricular activities that boost performance within STEM majors.
STEM Club Participation and STEM Schooling Outcomes
This study evaluates how math club participation influences math GPA and how science club participation influences science GPA. Additionally, this study evaluates how math or science club participation associates with the probability of selecting a STEM major in college.
Examining the Tracks that Cause Derailment: Institutional Contexts and Engineering Degree Attainments
1) What factors contribute to completing an engineering degree within five years? 2) What factors contribute to students switching out of the engineering program?
Predictors of Latina/o Community College Student Vocational Choice of STEM Fields: Testing of the STEM-Vocational Choice Model
1) Are there statistically significant effects of exogenous factors associated with observed vocational interest on the dependent variable of vocational choice in STEM at transfer for community college students? 2) Will the exogenous and observed variables in the STEM-VC model serve as a successful predictive model for the intention to major in a STEM field at transfer for Latina/o community college students? For White students? 3) Are there significant differences between Latina/o and White student respondents in the final STEM-VC model measurement and pathway model and what are these differences between the two ethnic populations?
Predictors of Latina/o community college student vocational choice of STEM fields: Testing of the STEM-vocational choice mode
1) Are there statistically significant effects of exogenous factors associated with observed vocational interest on the dependent variable of vocational choice in STEM at transfer for community college students? 2) Will the exogenous and observed variables in the STEM-VC model serve as a successful predictive model for the intention to major in a STEM field at transfer for Latina/o community college students? For White students? 3) Are there significant differences between Latina/o and White student respondents in the final STEM-VC model measurement and pathway model and what are these differences between the two ethnic populations?
Predicting High School Students' Interest in Majoring in a STEM Field: Insight into High School Students' Postsecondary Plans
This study examined how various individual, family, and school level contextual factors impact the likelihood of planning to major in one of the science, technology, engineering, or mathematics (STEM) fields for high school students.
Social Class and the STEM Career Pipeline: An Ethnographic Investigation of Opportunity Structures in High-Poverty Versus Affluent High School
1) What are the mechanisms through which high school opportunity structures link to student choice of STEM major and college destination? 2) To what extent and in what ways do high school opportunity structures differ in schools with a large upper/middle class White population versus a comprehensive urban school (with a STEM focus) with a high population of poor and working class students of color? 3) To what extent do the mechanisms through which the high school opportunity structures link to college major choice and college destination differ in the two schools under investigation?
Choosing an Undergraduate STEM Major: Family Socioeconomic Status, Individual, and Institutional Factors
The purpose of this study wasto examine college students’ enrollment decision in STEM majors with a focus on students’ family SES. This study examinedwhether there is systematic association between students’ family SES and their enrollment in STEM majorsand if so, what the direction and magnitude of the association is. The overarching research question that guided this study was: Do the enrollment in STEM majors vary for students with different family SES background? Specifically, this study addressedthe following research questions: (1) Is students’ family SES related to their decision of whether to enroll in a STEM major in college? (2) Does the enrollment decision in STEM fields vary for students with different college investment levels? and (3) Does the enrollment decision in STEM fields vary at institutions with different scales and levels of STEM major offerings?
Does Immigration Affect whether U.S. Natives Major in Science and Engineering?
Does the amount of immigrants have an impact on the amount of U.S. natives that major in STEM?
How Well Does the SAT and GPA Predict the Retention of Science, Technology, Engineering, Mathematics, and Business Students
This study examined if a higher college preparatory GPA and a higher aggregate score on the SAT helped predict the retention of science, technology, engineering, mathematics, and business students.
Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college
What is the relationship between completing a particular high-school mathematics curriculum and completing a STEM major in college? What is the relationship between student and high-school characteristics and performance in college level mathematics? Can the relationship be generalized across high schools of varying sizes, percentages of college-bound students, SES, and location in the US?
The Earnings Benefits of Majoring in STEM Fields Among High Achieving Minority Students
The purpose of this study is to examine the relationship between majoring in a STEM ?eld in college, and early career earnings among high achieving minority students. Research questions: 1) What are the earnings premiums associated with majoring in STEM fields during college for racial/ethnic minority students? 2) To what extent does congruence between majors and jobs account for the earnings differences? 3) Is there an earnings premium associated with majoring and gaining employment in a STEM field and not gaining employment in a related occupation?
Pathways to a STEMM Profession
This analysis focuses on differences in pathways to a science, technology, engineering, mathematics, and medicine
(STEMM) professions.
Pathways to STEMM Professions for Students From Noncollege Homes
This analysis focuses on differences in pathways to a science, technology, engineering, mathematics, and medicine
(STEMM) profession between households in which no parent has a baccalaureate and households in which at least one parent has a baccalaureate.
Friendship Groups, Personal Motivation, and Gender in Relation to High School Students’ STEM Career Interest
Friendship group characteristics, motivation, and gender were investigated in relation to adolescents’ science, technology, engineering, and math (STEM) career interest. First, the authors investigated the extent to which personal motivation and friendship group STEM climate predicted adolescents’ STEM career interest after controlling for gender and other background factors. They hypothesized that the effects of these variables would be domain-specific, such that the friendship group’s STEM climate and students’ sci-ence motivation would predict STEM career interest after controlling for the friendship group’s English climate and students’ English motivation. Finally, they investigated possible moderation effects.
Stability and Volatility of STEM Career Interest in High School: A Gender Study
To gauge how stable versus volatile the reports of boys’ and girls’ STEM career interests are over the course of high school.
Influences of Faculty Validation on Community College STEM Students' Persistence and Success
1) What is the relationship between demographic variables and validation scores for community college STEM students? 2) What is the relationship between demographic variables and academic success and persistence for community college STEM students? 3) What is the influence of validation scores on academic success and persistence based on continued enrollment for community college STEM students?
Are Math Readiness and Personality Predictive of First-Year Retention in Engineering?
The current study foci are on both entering scholastic aptitude and affective factors of personality in aiding in the prediction of retention in engineering at the end of the freshman year.
A Qualitative Investigation of Factors Promoting the Retention and Persistence of Students of Color in STEM
This study examined salient factors of retention and persistence among college students of color enrolled in STEM education at a predominantly White institution (PWI).
Who Wants to Have a Career in Science or Math? Exploring Adolescents' Future Aspirations by Gender and Race/Ethnicity
The authors investigate how different racial/ethnic and gender subgroups compare to White males in terms of adolescent career aspirations in science and math, further considering the role that achievement and attitudes may play in shaping disparities at this early point in occupational trajectories.
Academic Achievement Among STEM Aspirants: Why Do Black and Latino Students Earn Lower Grades Than Their White and Asian Counterparts?
Identify the institutional and student-level characteristics that significantly impact the cumulative GPA of graduating seniors, in particular those graduating seniors who entered college with an interest in majoring in STEM.
Indicators of Success in STEM Majors: A Cohort Study
If there were factors attributed to STEM students who graduated that might serve as predictors or indicators of successful navigation in STEM majors?
Persistence of Women and Minorities in STEM Field Majors: Is it the School that Matters?
Which factors contribute to persistence of all students in STEM field majors, and in particular the persistence of women and minorities?
Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students
Who is more likely to enter and graduate with a STEM major?
The effect of instructor race and gender on student persistence in STEM fields
To see if the race or gender of the instructor effects persistence of initial STEM majors in a STEM field after the first semester and first year.
Attrition in STEM Fields at a Liberal Arts College: The Importance of Grades and Pre-Collegiate Preferences
To quantify the important factors responsible for the high attrition rates in STEM majors, particularly in relation to gender.
What do we know about explanations for dropout/opt out among young people from STM higher education programmes?
To explore whether research on retention and non-completion in higher education, and in STM programmes in particular, has produced findings that can identify a direction forward for HE institutions and programmes to take measures to reduce the number of students leaving their chosen HE programme
Academic Success for STEM and Non-STEM Majors
1) What background characteristics, ability measures, financial support systems, and academic support mechanisms help explain retention and/or graduation for students in both STEM and non-STEM majors by the end of the sixth year? 2) Are the predictors of retention and/or graduation by the end of the sixth year different for STEM and non-STEM majors? 3) Are underrepresented students in STEM majors more likely than traditional students in STEM majors to be retained/graduated in six years when controlling for selected background, environmental, financial, and academic measures?
Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors
1) To what extent does cultural capital and cultural congruity affect the academic performance of Latino students’ majoring in STEM fields? 2) To what extent does campus climate, as measured through academic-related experiences of Latino students in STEM majors affect their academic performance?
Science, Technology, Engineering, and Mathematics (STEM) Pathways: High School Science and Math Coursework and Postsecondary Degree Attainment
1) What levels of high school science and mathematics course-taking are related to future STEM baccalaureate degree attainment among all degree recipients? 2) How do students of different race, class, and gender groups differ in science and mathematics course-taking levels? 3) How does high school course-taking account for these disparities in STEM attainment?
Effects of High School Course-Taking and Other Variables on Choice of Science and Mathematics College Majors
To examine the effects of taking particular academically intensive science and mathematics high school courses on choice of science and mathematics majors, versus other majors, in college.
Persistence in Science of High-Ability Minority Students: Results of a Longitudinal Study
The purpose of this study was to construct a comprehensive model to investigate why some high-ability minority students follow through with their plans to become scientists and engineers, while others with the same plans do not.