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Student and High-School Characteristics Related to Completing a Science, Technology, Engineering or Mathematics (STEM) Major in College

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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
FullText Text:
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  Data: Student and High-School Characteristics Related to Completing a Science, Technology, Engineering or Mathematics (STEM) Major in College
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Science+%26+Technological+Education%22"><i>Research in Science & Technological Education</i></searchLink>. 2012 30(1):17-28.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: 10.1080/02635143.2012.659178
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  Data: 0263-5143
– Name: Abstract
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  Data: 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.)
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  Data: 2012
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  Label: Accession Number
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  Data: EJ960211
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        Value: 10.1080/02635143.2012.659178
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      – Text: English
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        PageCount: 12
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    Subjects:
      – SubjectFull: Evidence
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: High Schools
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      – SubjectFull: Mathematics Curriculum
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      – SubjectFull: Quasiexperimental Design
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      – SubjectFull: Student Participation
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      – SubjectFull: College Students
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