- Black and Asian students had a significantly higher proportion of students in STEM majors in comparison to White students.
- STEM majors were associated with a lower average SES in comparison to non-STEM majors.
- STEM majors had greater self-efficacy in relation to mathematics than non-STEM majors, and study more outside of the classroom.
- STEM majors placed a significantly higher level of importance on college affordability and financial aid in comparison with non-STEM majors.
- STEM majors were associated with the highest average scores in relation to their postsecondary preparation for math and science courses.
- Course-taking, in particular, proved to be an extremely important factor in raising STEM propensities, which highlights the need to provide students with appropriate guidance around course selection early on in their high school careers.
- Although no institutional effects were uncovered at the high school level, both postsecondary sector and selectivity significantly influenced propensities toward majoring in a STEM discipline.
- In addition, attending a postsecondary institution with inclusive selectively increased the likelihood of declaring a STEM major by 45% compared with those attending highly selective institutions.