Student and High-School Characteristics Related to Completing a Science, Technology, Engineering or Mathematics (STEM) Major in College
Saved in:
| Title: | Student and High-School Characteristics Related to Completing a Science, Technology, Engineering or Mathematics (STEM) Major in College |
|---|---|
| Language: | English |
| Authors: | LeBeau, Brandon, Harwell, Michael, Monson, Debra, Dupuis, Danielle, Medhanie, Amanuel, Post, Thomas R. |
| Source: | Research in Science & Technological Education. 2012 30(1):17-28. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Higher Education |
| Descriptors: | Evidence, Majors (Students), High Schools, Mathematics Curriculum, Quasiexperimental Design, Student Participation, Grade Point Average, Engineering, STEM Education, College Students, Predictor Variables, Scores, Sex, Correlation |
| DOI: | 10.1080/02635143.2012.659178 |
| ISSN: | 0263-5143 |
| Abstract: | Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed. (Contains 4 tables and 2 figures.) |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2012 |
| Accession Number: | EJ960211 |
| Database: | ERIC |
| Abstract: | Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed. (Contains 4 tables and 2 figures.) |
|---|---|
| ISSN: | 0263-5143 |
| DOI: | 10.1080/02635143.2012.659178 |
