– This methodology for examining the CIRP data was successful in identifying variables that consistently had statistically significant differences between the STEM and non-STEM students across the different subgroups.
– Overall, the STEM students tended to have greater academic strength and a specific reason for studying STEM while the non-STEM students tended to have a greater focus on community involvement and creative activities.
– Among the activities done more frequently by STEM studentsin the past year were “tutoring another student,” “studying with other students,” “using a personal computer,” “participating in Internet chat rooms,” and “playing a musical instrument.”
– STEM students showed consistent advantage over non-STEM students in high school grade point average (HSGPA). There were only two out of seven subgroups for which the HSGPA was not statistically significant, TAMU African-Americans and Hispanic/Latinos.
– Similarly, STEM students scored significantly higher SAT mathematics scores than non-STEM students across all seven subgroups analyzed. They scored higher average ACT Comprehensive scores than non-STEM students across three subgroups.
– There were several self-rating variables for which STEM students’ individual characteristics averaged higher than those of the non-STEM students. “Mathematical ability” was significant for all seven subgroups, “computer skills” for six subgroups, “academic ability” for five subgroups, “intellectual self-confidence” for four subgroups, and “drive to achieve” for three subgroups.
– Among the activities done more frequently by non-STEM stu-dents in the year prior to being surveyed were “discussed religion,” “was bored in class,” “drank beer/wine,” “felt overwhelmed by the workload,” “visited art galleries/museums,” “attended a public recital/concert,” “smoked,” “felt depressed,” “came to class late,” “discussed politics,” and “was a guest in a teacher’s home.”
– The future actions non-STEM students were more likely to engage in were “change major,” “change career choice,” “participate in student government,” “study abroad,” “participate in student protests,” “join student clubs/groups,” “transfer schools,” and “join a sorority/fraternity.”