2016 - Early Experiences and Integration in the Persistence of First-Generation College Students in STEM and Non-STEM Majors

Attribution: Dika, Sandra L., & D'Amico, Mark M.
Researchers: Mark M. D'AmicoSandra L. Dika
University Affiliation: University of North Carolina at Charlotte
Email: sdika@uncc.edu
Research Question:
To what extent are demographic and academic background, commitment and support, early experiences and integration, and first 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)?.
Published: Yes
Journal Name or Institutional Affiliation: Journal of Research in Science Teaching
Journal Entry: Vol. 53, No. 3,. Pp. 368-383
Year: 2016
Findings:
  1. PEMC-STEM and other-STEM FGCSs were more likely to feel well prepared in chemistry (35% and 39%, respectively) than non-STEM FGCS peers (22%).
  2. Among the significant findings in each group by major category, the common thread is first-semester GPA as a predictor of persistence.
  3. Besides early academic performance, the only other significant factor for persistence of PEMC-STEM majors was perceived preparation in math.
  4. Perceived social fit was significant for persistence for the other-STEM and non-STEM majors, whereas perceived academic fit was only significant for non-STEM majors.
  5. Grades matter when predicting FGCSs’ potential of returning for the second year in any major, including the two STEM subcategories.
  6. There are differences by major grouping that must also be better understood in terms of integration.
Scholarship Types: Journal Article Reporting Empirical ResearchKeywords: First-Generation College StudentsPersistenceSTEMSTEM MajorTransferRegions: SEMethodologies: QuantitativeResearch Designs: SurveyAnalysis Methods: Descriptive StatisticsLinear Regression Models Sampling Frame:First-Generation College Students
Sampling Types: Non-Random - PurposiveAnalysis Units: StudentData Types: Quantitative-Longitudinal
Data Description:
  • The authors focus on one 4-year public urban research institution.
  • Although the majority of undergraduate students identify as White/Caucasian (60%), there are also significant proportions of students who identify as students of color (17% Black/African American, 8% Hispanic/Latino, 5% Asian/Pacific Islander). In 2014, about 26% of undergraduate degrees were awarded in STEM fields (14% PEMC-STEM).
  • The authors used data from three cohorts (2008, 2009, 2010) for which the items selected for this study were identical. The survey was administered between the sixth and eighth week of classes and captures early experiences and perceptions. Additionally, enrollment data from institutional records were matched to the survey data to create a more comprehensive database to permit analysis of persistence to the third semester.
  • FGCSs, defined as students who indicated that neither parent had attained a 4-year degree on the survey, who have declared an academic major and are the target population of interest and the sampling frame in this study. The final sample for the descriptive and logistic regression analyses was n= 1,277. The sub-samples by major were PEMC-STEM (n = 328; 26%); other-STEM (n = 355; 28%), and non-STEM (n = 594; 46%). PEMC-STEM included physical science (physics, chemistry, earth science), engineering and engineering technology, mathematics, and computing sciences. Other STEM majors included biology, kinesiology, and nursing; whereas architecture, arts, business, education, humanities, and social sciences were among the non-STEM majors.
  • Demographic background variables included gender (male or female), enrollment type (first-year or transfer), race/ethnicity (White or Student of Color), and whether or not the student used a loan to pay for college.
  • Three academic background variables were estimated, including perceptions of preparation in math and in chemistry (well-prepared/not well-prepared), and z-score of the students’ predicted GPA or transfer GPA (which ever was supplied at enrollment depending on first-year or transfer status).
  • Five dichotomous variables representing institutional experiences were included: whether the student had ever met with a faculty member or an academic advisor (two separate variables), frequent class participation, ever studies with peers, and participation in a club or sport.
  • Although the authors were not able to obtain data specific to the concept of “integration,” they were able to obtain student self-report data on perceived academic and social fit, which they contend is related to how well one has integrated into the institutional environment several weeks following first attendance(rated on a 5-point Likert-type scale- “I fit in academically/socially at this institution”).
  • The dependent variable is persistence based on enrollment in the third semester (PEMC-stem, other-stem or non-stem major).
Theoretical Framework:
Relevance:STEM Persistence and Retention
Archives: K-16 STEM Abstracts