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Neighborhood Effects on STEM Major Choice. EdWorkingPaper No. 25-1282

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Title: Neighborhood Effects on STEM Major Choice. EdWorkingPaper No. 25-1282
Language: English
Authors: Jeonghyeok Kim, Rohit Munshi, Brian Murphy, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 105
Publication Date: 2025
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Neighborhoods, College Students, Majors (Students), STEM Education, Probability, Occupations, STEM Careers, Minority Group Students, Low Income Students, Womens Education, Females, Disadvantaged Youth, Racial Differences, Ethnicity, Socioeconomic Status, Gender Differences, Environmental Influences
Geographic Terms: Texas
Abstract: This paper provides causal evidence that the neighborhoods where students grow up play a significant role in shaping their college major choices, focusing on STEM fields. Using administrative data from Texas and variation in the timing of school moves across counties and districts, we estimate the impact of neighborhood exposure on the likelihood of pursuing a STEM major. We find that students who move to high-STEM neighborhoods--defined by the share of non-moving peers who earn STEM degrees--are increasingly likely to major in STEM with each additional year of exposure. We also show that neighborhood STEM exposure is strongly tied to the local occupational landscape, especially the concentration of residents working in STEM fields, with the highest-STEM areas clustered around major research and technology hubs. This suggests that exposure to local STEM careers is a key mechanism behind the observed effects. Mediation analysis further reveals that the effects operate primarily through behavioral pathways--specifically, increased enrollment in advanced science/math coursework--rather than improvements in academic performance. Importantly, the benefits of STEM-rich neighborhoods extend to underrepresented groups, including students from economically disadvantaged backgrounds, women, and racial minorities. These findings underscore the critical role of neighborhood environments in shaping educational pathways and highlight their importance in addressing educational inequality and strengthening the STEM pipeline.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678247
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED678247
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  Data: Neighborhood Effects on STEM Major Choice. EdWorkingPaper No. 25-1282
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: This paper provides causal evidence that the neighborhoods where students grow up play a significant role in shaping their college major choices, focusing on STEM fields. Using administrative data from Texas and variation in the timing of school moves across counties and districts, we estimate the impact of neighborhood exposure on the likelihood of pursuing a STEM major. We find that students who move to high-STEM neighborhoods--defined by the share of non-moving peers who earn STEM degrees--are increasingly likely to major in STEM with each additional year of exposure. We also show that neighborhood STEM exposure is strongly tied to the local occupational landscape, especially the concentration of residents working in STEM fields, with the highest-STEM areas clustered around major research and technology hubs. This suggests that exposure to local STEM careers is a key mechanism behind the observed effects. Mediation analysis further reveals that the effects operate primarily through behavioral pathways--specifically, increased enrollment in advanced science/math coursework--rather than improvements in academic performance. Importantly, the benefits of STEM-rich neighborhoods extend to underrepresented groups, including students from economically disadvantaged backgrounds, women, and racial minorities. These findings underscore the critical role of neighborhood environments in shaping educational pathways and highlight their importance in addressing educational inequality and strengthening the STEM pipeline.
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  Data: 2026
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  Data: ED678247
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED678247
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 105
    Subjects:
      – SubjectFull: Neighborhoods
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Probability
        Type: general
      – SubjectFull: Occupations
        Type: general
      – SubjectFull: STEM Careers
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Womens Education
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Environmental Influences
        Type: general
      – SubjectFull: Texas
        Type: general
    Titles:
      – TitleFull: Neighborhood Effects on STEM Major Choice. EdWorkingPaper No. 25-1282
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              Y: 2025
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