- Math self efficacy beliefs, exposure to math and science course, and high school math achievement showed statistically significance on four-year beginners; interest in choosing a STEM field of study, with math achievement exerting a marginally significant effect.
- Exposure to math and science seemed to have the most substantial effect, followed by math self efficacy beliefs and math achievement.
- Students’ interest in STEM fields had the strongest influence on their actual choice of a STEM field.
- Receiving financial aid had a significant effect on four year beginners in STEM major at a four-year institution but it reported no effect on two-year beginners’ STEM entrance.
- STEM entrance was significantly and positively influenced by SES.
- STEM interest had the strongest association with students choosing to enter the STEM field.
- Students that were more academically integrated into 4 year colleges were more likely to enter the STEM field.
- The number of remedial subjects acts as a barrier to STEM entrance for both community colleges and four-year college students.
- Underrepresented racial minorities were as likely as White students to enter into the STEM field.
- This study reveals important heterogeneity in the effects of high school and postsecondary variables based on where students start their postsecondary education: community colleges or four-year institutions. For example, while high school exposure to math and science courses appears to be a strong influence on four-year beginners’ STEM interest, its impact on community college beginners’ STEM interest, albeit being positive, is much smaller.
- College academic integration and financial aid receipt exhibit differential effects on STEM entrance, accruing more to four-year college students and less to those starting at community colleges.
- Institutional contexts play an important role in STEM entrance.