2011 - Pipeline Persistence: Examining the Association of Educational Experiences with Earned Degrees in STEM Among U.S. Students

Attribution: Maltese, Adam V., & Tai, Robert H.
Researchers: Adam V. MalteseRobert H. Tai
University Affiliation: Indiana University; University of Virginia
Email: amaltese@indiana.edu
Research Question:
What factors, starting in 8th grade, relate to a student achieving a STEM degree?
Published: Yes
Journal Name or Institutional Affiliation: Science Education
Journal Entry: Vol. 95, No. 5, Pp. 877-907
Year: 2011
Findings:
  1. The majority of students who concentrate in STEM make that choice during high school, and that choice is related to a growing interest in mathematics and science rather than enrollment or achievement.
  2. Neither race, gender, nor SES had a significant association with earning a degree in STEM.
  3. Although many fewer students from non-Asian minority groups completed majors in STEM, this finding suggests once in college the likelihood of students earning STEM degrees is equivalent, regardless of demographic background.
  4. Only the number of science classes completed in high school was positively associated with a STEM degree, an indication that high school course enrollment in STEM classes may be an indicator of STEM-related persistence.
  5. Students who in eighth grade indicated that they were interested in a science career and those who believed science would be useful in their future were more likely to earn degrees in STEM.
  6. When asked in 12th grade about their plans for a college major, those who indicated a major in a STEM field were more than three times as likely to earn a STEM degree as those who were planning for a different major at that time.
  7. Once in college, students who changed majors, failed more classes, or had a child prior to completion of their degree were more likely to complete degrees in a non-STEM field.
  8. Students involved in loan programs or work-study were no less likely to complete a degree in STEM, meaning that access to these fields is not restricted to those from advantaged financial situations.
  9. These results indicate that the current policy focus on advanced-level course taking and achievement as measures to increase the flow of students into STEM may be misguided.
Scholarship Types: Journal Article Reporting Empirical ResearchKeywords: CollegeInterestPersistenceRetentionSTEMRegions: NationalMethodologies: QuantitativeResearch Designs: Secondary Survey DataAnalysis Methods: Descriptive StatisticsLogistic Regression Sampling Frame:School to College Students
Sampling Types: Nationally RepresentativeAnalysis Units: StudentData Types: Quantitative-Longitudinal
Data Description:
    • The authors’ analysis is based on the belief that student aspirations are developed from a combination of intrinsic interest and extrinsic experiences, which is similar to Social Cognitive Career Theory.
    • National Education Longitudinal Study of 1988 (NELS:88). This study tracked a sample of eighth grade students in 1988 with follow-ups in 1990, 1992, 1994, and 2000-2001. This data comes from a sample of approximately 4,700 students.
    • DV- a dichotomous variable of earning a STEM degree. This was measured by completing 16 or more upper level courses within STEM due to data limitations.

The authors control for student’s gender, race/ethnicity, and parental education level.

  • IVs:
  • 8th grade variables: Early attitudes toward mathematics and science:Students were asked to indicate how strongly they agreed with statements regarding the usefulness of mathematics, whether or not they were afraid to ask questions in class, and if they usually looked forward to mathematics class. Students were also asked a question about the careers they desired at age 30.
  • 9th- and 10th-grade variables: Classtype, credit, and grades for STEM classes completed in 9th and 10th grades. Also, student experiences and attitudes in 10th grade.
  • 11th- and 12th-grade variables: Intended college major and achievement measures; enrollment; grades from transcripts.
  • Postsecondary variables: enrollment in advanced courses; grades: life experiences (e.g., marriage, delay in college attendance); financial aid status, work-study status; and career intentions.
Theoretical Framework:
Relevance:Factors Related to STEM Readiness
Archives: K-16 STEM Abstracts