This paper aims to estimate the impact of foreign peers on native STEM major choice.
Current Selections
ClearQuantitative Analysis of an Urban Community College S-STEM Program
– There were higher rates in student success, progress, and cumulative GPA in the group of students who received the program as an intervention than a comparison group of students, matched on previously reported measures of success, who did not receive the intervention.
– The evidence presented supports the efficacy of the UC S-STEM program in increasing student progress rate for credits earned, cumulative GPA, and success.
– Progress rates for Cohort students were lower prior to program entry than after program entry, by an average of almost three credit hours per semester. This observed difference in rate means was statistically and represented a large effect size.
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?
Examining the STEM Educational Pipeline: The Influence of Pre-College Factors on the Educational Trajectory of African American students
1) What pre-college factors predict African-American students’ decision to engage in post-secondary education? 2) What pre-college factors predict African-American students’ decision to major in a STEM field? 3) What pre-college factors predict STEM degree attainment among African American students?
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?
Student Characteristics, Pre-College, College, and Environmental Factors as Predictors of Majoring In and Earning a STEM Degree: An Analysis of Students Attending a Hispanic Serving Institution
1) Are there significant differences/relationships between the characteristics of Hispanic and White students in STEM majors at a Hispanic Serving Institution? 2) What factors predict students’ decisions to declare a major in STEM? 3) What factors predict students’ decisions to change majors from non-STEM to STEM? 4) What factors predict STEM degree attainment?