Moving Latino/a Students into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools

  1. The predicted probability that a Latino/a student will declare a STEM major ranges from .02 for students that studied in high schools with the weakest levels of collaborative professional communities to .21 among Latino/a students who studied in schools with the strongest levels of collaborative professional communities.
  2. For White, Black, and Asian students, the effect of collaborative professional community is not significantly different from zero. This suggests that the important role that the high school teaching environment plays on Latino/a students’ choice of major in college is unique.
  3. Teachers who are members of professional communities are more satisfied with their professions and are better able to prepare students for majoring in STEM.
  4. The qualitative data highlights that students were more likely to major in STEM in college when they were educated in high schools with engaged and satisfied teachers.
  5. Enjoyment of math and science are an important condition for Latino/a students to pursue STEM which makes the impact that teachers have as more influential for Latino/a students.
  6. The quantitative results demonstrate that collaborative professional communities in high school are important for Latino/a students’ choice of major in college.
  7. The results from the qualitative interviews clarify how Latino/a students’ perceptions of precollege educational environments shape their decisions to major in STEM.
  8. Proportion Latino in high school and Proportion students on F/R Lunch in high school appeared to have no significant effect on students choice of STEM as a major.