2013 - Predictors of Latina/o Community College Student Vocational Choice of STEM Fields: Testing of the STEM-Vocational Choice Model

Attribution: Johnson, Joel D.
Researchers: Joel D. Johnson
University Affiliation: Iowa State University
Email: joelj@iastate.edu
Research Question:
1) Are there statistically significant effects of exogenous factors associated with observed vocational interest on the dependent variable of vocational choice in STEM at transfer for community college students? 2) Will the exogenous and observed variables in the STEM-VC model serve as a successful predictive model for the intention to major in a STEM field at transfer for Latina/o community college students? For White students? 3) Are there significant differences between Latina/o and White student respondents in the final STEM-VC model measurement and pathway model and what are these differences between the two ethnic populations?
Published: 0
Journal Name or Institutional Affiliation: N/A
Journal Entry: N/A
Year: 2013
Findings:
  1. The posited Latina/o community college STEM-VC model was successful in its ability to predict a Latina/o student’s vocational choice in STEM field.
  2. The exogenous factor/construct of Self-Efficacy, although not a significant predictor of STEM choice, is a critical factor for Latina/o community college students and must be attended to.
  3. The exogenous factor/construct of Student Validation although not a significant predictor of STEM choice in this study, is a critical factor for Latina/o students and must be attended to.
  4. The exogenous factor/construct of Transfer Capital is a significant predictor of STEM vocational choice.
  5. The exogenous factors of Social Capital and Academic Achievement did not emerge as relevant for this specific study.
  6. Variables associated with an exogenous construct of vocational interests are predictive of STEM vocational choice.
  7. This study confirmed a model predictive of community college Latina/o student vocational choice in STEM at community colleges. This is noteworthy, as community colleges are critical as educational pathways for Latina/o students working toward STEM degrees.
Keywords: Academic AchievementCommunity CollegeLatinosSTEMTransferRegions: SouthMethodologies: QuantitativeAnalysis Methods: Descriptive StatisticsLogistic RegressionStructural Equation Modeling Sampling Frame:Latino STEM Students at one Community College
Sampling Types: PopulationAnalysis Units: StudentData Types: Quantitative-Longitudinal
Data Description:
  • The study utilized the STEM vocational choice (STEM-VC) model. This model identifies exogenous factors that successfully predicted, at a statistically significant level, a student’s vocational choice decision to pursue a STEM degree at transfer.
  • This study focused on a single large community college with a spring enrollment of 40,084 students, eight branch campuses, and a Latina/o enrollment of 30.8%. The data source utilized for the purposes of this study was a survey conducted in spring 2013 on the campus of a large community college in Orlando, Florida, that offers traditional associate’s and technical degrees and certificates as well as two bachelor’s degree programs.
  • The sample in the survey was 1,806 students. The Structural Equation Model analysis contained 1,264 cases.
  • DV was a dichotomous variable that measured student’s intention to major in a STEM field at transfer.
  • IVs:
    • Student self-efficacy was measured by variables that included respect for oneself, the ability to make friends, outreach to peers, ability in social situations, self-perception concerns, and social skills and computer skills.
    • Social capital was measured by parent education, whether or not the student was financially independent, components of aid supporting education, level of student concerns with funding college, student working outside of college attendance, family support and engagement with student, finances as barriers to college degree attainment, and academic encouragement received from family and peers.
    • Vocational interests was measured by questions related to if the student’s vocational choice had changed, why the vocational choice changed, student expectations of financial income after degree attainment, highest degree attainment goal, frequency of approaching faculty to discuss career plans, and math and science preparation/interest in STEM course work.
    • Academic achievement included variables related to math proficiency self-ranking, student’s most difficult course ranking, why challenging coursework was challenging, rationale for academic success, rationale for academic failure/nonsuccess, academic success strategies utilized, number of hours spent studying each week, reasons for not attaining a degree, developmental course work subject matter, and self-reported GPA.
    • Transfer capital was measured using variables related to feedback from faculty for academic performance; feedback from a campus administrator or professor for a difficult course; use of and effectiveness student ratings for academic advising services; student perception of the transfer process; how often students utilized faculty as a resource; whether or not a student was treated poorly; whether this poor treatment was due to gender, race/ethnicity, sexual orientation, religion, or social class; and if the college was successful at providing faculty or administrative role models.
    • Student validation was measured using variables related to use of informal tutoring to address a challenging course, use of academic support outside of class, use of an upper class student for assistance to deal with challenging course, and received sample test from friend or club to deal with difficult course.
Theoretical Framework:
Relevance:Factors that impact community college students.
Archives: K-16 STEM Abstracts