Student Characteristics, Pre-College, College, and Environmental Factors as Predictors of Majoring in and Earning a STEM Degree: An Analysis of Students Attending a Hispanic Serving Institution (original) (raw)
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2016
Researchers indicate that the United States has fallen behind other nations in science, technology, engineering, and mathematics (STEM) education (President's Council of Advisors on Science and Technology, 2010, 2012). A declining interest in the field of engineering as demonstrated by students who pursue degrees in STEM fields also threatens the U.S. competitive edge (National Science Foundation, 2013; Schneider, Judy, & Mazuca, 2012). Although some students perform successfully in STEM courses, an achievement gap between school-aged boys and girls is well-documented in the literature (e.g., College Board, 2007). Moreover, Hispanic students are underrepresented in science-related courses and careers (Hanley & Noblit, 2009) and even fewer Hispanic girls are attracted to the STEM areas despite the increase in the Hispanic population in general and in higher education (Dolan, 2009). In fact, few studies were located that addressed perspectives of Hispanic girls about their experiences and perceptions related to science and engineering (Crisp, Nora, & Taggart, 2009; Moller et al., 2015; O'Shea, Heilbronner, & Reis, 2010). Specifically, there is a need to attract girls and Hispanic students to mathematics and science coursework and careers. Therefore, the purpose of this collective case study was to explore and identify potential barriers and supports related to select Hispanic high school girls' decisions to pursue advanced coursework and future careers in STEM. By increasing awareness of these potential barriers, school leaders will be better positioned to develop strategies and support systems to encourage Hispanic girls to take advanced science courses and seek out postsecondary studies and careers in STEM fields. Literature Review Despite the large numbers of Hispanics living in the United States and the extent to which they value education, Hispanic students continue to face significant barriers to their academic success and lag behind their peers academically (Dolan, 2009; Nichols, Glass, & Berliner, 2012). Among the barriers are high dropout rates, low graduation rates, and lower reading and mathematics scores. Further, socioeconomic status, parental education, school quality, and immigrant status predicted the performance levels of Hispanic students (Desmond & Turley, 2009). Researchers have noted several interventions that have supported Hispanic students in their educational efforts (e.g.,
International Journal of Science Education, 2017
This study examines college students' science, technology, engineering, and mathematics (STEM) choices as they relate to high school experiences, parent, teacher, and self-expectations, and mathematics and science efficacy. Participants were 2246 graduates of a STEM-focused public Harmony Public Schools in Texas, Harmony Public Schools (HPS). Descriptive analyses indicated that the overall percentage of HPS graduates who chose a STEM major in college was greater than Texas state and national averages. Logistic regression analyses revealed that males and Asian students are more likely to choose a STEM major in college than females and non-Asian students, respectively. Moreover, students whose parents had a college degree in the U.S. are more likely to major in STEM fields than those who did not. Furthermore, males with higher mathematics efficacy and females with higher science efficacy are more likely to choose a STEM major than their counterparts with lower mathematics and science efficacy.
2016
Regional Educational Laboratory Southwest conducted this literature review to identify malleable factors that can be measured in K–12 settings and that predict students’ postsecondary science, technology, engineering, and math (STEM) success (defined as enrolling in, persisting in, and completing a postsecondary STEM major or degree), particularly for Hispanic students. The review found that courses taken in high school and interest or confidence in STEM were strong predictors of postsecondary STEM success for students of all racial/ethnic subgroups. Yet racial/ethnic minority students were less likely than White students to take the highest level math and science courses, and despite similar levels of STEM interest, racial/ethnic minority students were less likely to achieve postsecondary STEM success. Other indicators of postsecondary STEM success included high school grade point average, class rank, math and science achievement, and SAT or ACT scores. Grades in math and science c...
A University-State College Collaborative Project for Hispanic Student Success in STEM
She is currently PI on the Title III Hispanic Serving Institution STEM Articulation grant and Co-PI on the College of Engineering and Computer Science's NSF S STEM grant guiding engineering majors toward completion of a MS degree in Artificial Intelligence. Her work is focused extensively on science and engineering activities to promote enhanced classroom engagement of students and increased discipline-based educational research. Her research interests address meaningful learning in complex STEM domains, coordinating learning communities, exploring options for reforming college mathematics curriculum which remains a serious barrier impacting student success and retention in undergraduate STEM programs.
STEM Completion at Hispanic-Serving Community Colleges. STEM Pipelines
2019
This research brief focuses on STEM degrees conferred nationally by race and gender at three institutional types: Hispanic-Serving Communty Colleges (HSCCs), which are 2-year institutions with 25% Hispanic student enrollment or more; Emerging HSCCs, which are 2-year institutions with 15% to 24.9% Hispanic student enrollment; and Non-HSCCs, which are institutions with less than 15% Hispanic student enrollment.
2015
stated: "Never before have we been faced with a population group on the verge of becoming the majority …that is also the lowest performing academically" (p. 18). Research on high school girls reveal that many "perceive themselves as less proficient than boys in mathematics, even with comparable performance (Correll, 2001; Riegle-Crumb & King, 2014, p. 658). Latina females outnumber their male counterparts in both enrollment and graduation, while Latino males continue to "vanish" from postsecondary institutions (Saenz & Ponjuan, 2008, p. 54). Latinos males who do enroll in higher education were three times more likely to pursue a STEM-related major than their female counterparts (Riegle-Crumb & King, 2010). Unfortunately, Latino males fail to persist (Saenz & Ponjuan, 2009). Studying women seeking STEM careers, particularly Latinas at the undergraduate level, is critical to changing practice and improving access to STEM careers. Educational researchers have documented Latina underachievement for years (Flores, 2011). Multiple studies show that many Latinas experience an education that is remedial, unchallenging, and void of personal relevance; these educational inequities Participant pool. Students from various student organizations (Women in Engineering programs, Texas Interdisciplinary Plan 8 (TIP) scholars programs, the
Broadening Participation in STEM College Majors: Effects of Attending a STEM-Focused High School
AERA Open, 2018
To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college. State higher education records were obtained for students surveyed as seniors in 23 inclusive STEM high schools and 19 comparison schools without a STEM focus. Propensity score weighting was used to ensure that students in the comparison school sample were very similar to those in the inclusive STEM school sample in terms of demographic characteristics and Grade 8 achievement. Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor’s degree program two years after high school graduation. For students who entered two-year colleges, on the other hand, attending an inclusive STEM high school was ...
STEM Degree Attainment at Hispanic-Serving Community Colleges in California. STEM Pipelines
2019
This research brief focuses on STEM degrees conferred in California by race and gender at three institutional types: Hispanic-Serving Communty Colleges (HSCCs), which are 2-year institutions with 25% Hispanic student enrollment or more; Emerging HSCCs, which are 2-year institutions with 15% to 24.9% Hispanic student enrollment; and Non-HSCCs, which are institutions with less than 15% Hispanic student enrollment. Cantarell: White Background f.1