2013 - Linking Early Science and Mathematics Attitudes to Long-Term Science, Technology, Engineering, and Mathematics Career Attainment: Latent Class Analysis with Proximal and Distal Outcomes

Attribution: Ing, Marsha, & Nylund-Gibson, Karen
Researchers: Karen Nylund-GibsonMarsha Ing
University Affiliation: University of California, Riverside; University of California, Santa Barbara
Email: marsha.ing@ucr.edu
Research Question:
To identify if students' early attitudes toward mathematics and science support their long-term persistence in science, technology, engineering, and mathematics (STEM) career.
Published: Yes
Journal Name or Institutional Affiliation: Educational Research and Evaluation
Journal Entry: Vol. 19, No. 6, Pp. 510-524
Year: 2013
Findings:
  1. Seventh-grade underrepresented minority students were not only similar in their attitudes toward mathematics and sciences compared to males and White and Asian students, but they were actually more likely to be in the Positive group compared to other students.
  2. Despite early positive attitudes, females and underrepresented minorities were less likely to be employed in a STEM career some 20 years later.
  3. These findings are encouraging in that if attitudes of females and underrepresented minorities at this early stage are similar to those of males and White and Asian students, there are opportunities to support and nurture these positive attitudes through high school to encourage more students to pursue STEM careers.
  4. Even if students do not pursue STEM careers, encouraging and supporting more positive attitudes toward mathematics and science nurtures the growth of a more informed public that supports, appreciates, and is energized by STEM innovations.
Scholarship Types: Journal Article Reporting Empirical ResearchKeywords: Academic AchievementAttitudesCareerMathRegions: NationalMethodologies: QuantitativeResearch Designs: Secondary Survey DataAnalysis Methods: Descriptive StatisticsLatent Class Analysis Sampling Frame:7th Grade Cohort Students in 1987
Sampling Types: RandomAnalysis Units: StudentData Types: Quantitative-Longitudinal
Data Description:
  • This study utilizes social cognitive career theory (SCCT). Social cognitive career theory posits that children who have experience and feedback related to particular types of activities are likely to not only improve their skills in these areas but also to form a sense of their efficacy toward these types of activities.
  • This study utilizes latent class analysis (LCA), an analytic technique used to classify groups of individuals into latent classes based on their responses to the set of indicators.
  • Longitudinal Study of American Youth (LSAY). The LSAY is a national sample of public school students who are now in their late-30s. The students included in this particular study were from the seventh-grade cohort. The cohort consisted of students from 52 middle schools across the United States in1987. Approximately 60 students were randomly selected from each school. The sample size was 2,861.
  • The DV was STEM career attainment. In the 2007 questionnaire, respondents were asked about the industry of their current occupation. LSAY created a dichotomous variable to indicate whether or not the respondent was currently employed in a STEM occupation (such as engineering) or not. The particular definition of a STEM career used as an outcome variable in this study included the full range of STEM occupations, but excluded social science occupations.
  • The key IV was math and science attitudes. This was measured using ten items. This composite variable contained items like “I enjoy math” and the respondent decided how much they agreed with the statement. All of the ten items were measured using a 5-point Likert scale.
  • Mathematics and science achievement were IVs. Student mathematics achievement was assessed in the fall of seventh and eighth grade. Each test consisted of items from the National Assessment of Educational Progress (NAEP) and was designed to measure basic skills, algebra, geometry, and quantitative literacy. Student science achievement was assessed in the fall of eighth grade. The NAEP test centers around content areas such as biology, physics, and environmental sciences. This study utilizes social cognitive career theory (SCCT). Social cognitive career theory posits that children who have experience and feedback related to particular types of activities are likely to not only improve their skills in these areas but also to form a sense of their efficacy toward these types of activities.
  • Based on their attitudes and achievement, students were placed into four classes. The four classes were labelled: Positive, Qualified Positive, Indifferent, and Dim.
  • Demographics of students was included. It was measured by self-reported gender and ethnicity. Ethnicity was measured as dichotomous between White/Asian and underrepresented minorities (URM).
Theoretical Framework:
Relevance:STEM Persistence and Retention
Archives: K-16 STEM Abstracts