– Attending segregated-White schools is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students’ own race.
– With all other individual, school, and family factors held constant, exposure to broader curricular offerings available in segregated White high schools appears to be a countervailing force that reduces the likelihood of the pursuit of STEM in college, at least for White adolescents.
– While attending a whiter school has a negative relationship with White students’ short term STEM participation (lower declaration rates) but not with White students’ long term STEM outcomes (graduation), attending a White school does not have a short term association with Black students’ declaration of STEM as a major, but it does have a long term negative association with Black students’ odds of graduation with a STEM major.
– A high school’s Title 1 status, library resources, number of high quality teachers, availability of advanced STEM courses, and availability of non-STEM courses showed no statistically significant relationship with declaring or completing STEM majors, regardless of student race.
* High school composition and it’s impact on majoring and graduating in STEM.