Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support

  1. Choosing a STEM major was positively associated with intent to major in STEM, academic integration, college readiness in math and science, receiving financial aid, and expecting to earn a graduate degree.
  2. Receiving remediation and being enrolled full-time did not show any influence on STEM entrance.
  3. Math achievement at the 12th grade was positively associated with intent to pursue STEM fields among White students and underrepresented minorities, but was null for Asian students.
  4. The effect of high school exposure to math and science on STEM intent was statistically significant and positive across all racial groups, but was the smallest among underrepresented minority students.
  5. The effect of 10th-grade math achievement on 12th-grade math self-efficacy was most substantial for underrepresented minorities, followed by White students and Asian students.
  6. Math self-efficacy has a strong indirect effect on STEM entrance.
  7. Financial aid and academic integration were positively linked with entering into the STEM field.
  8. Findings indicated heterogeneous effects of math achievement and exposure to math and science across racial groups, with their positive impact on STEM intent accruing most to White students and least to underrepresented minority students.
  9. High school exposure to math and science is significantly related to STEM intent.