scholarly journals The Effects of High School Peers’ Gender on College Major, College Performance and Income

2017 ◽  
Vol 129 (618) ◽  
pp. 553-602 ◽  
Author(s):  
Massimo Anelli ◽  
Giovanni Peri
Keyword(s):  
High School ◽  
College Major ◽  
College Performance

Understanding Determinants for STEM Major Choice Among Students Beginning Community College

2020 ◽  
Vol 48 (3) ◽  
pp. 227-251
Author(s):  
Colleen A. Evans ◽  
Rong Chen ◽  
Ryan P. Hudes
Keyword(s):  
College Students ◽  
High School ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
College Major ◽  
Major Choice ◽  
Science Laboratory ◽  
Advanced Mathematics ◽  
Stem Major

Objective: This study explored how high school and postsecondary academic parameters may relate to the choice of science, technology, engineering, and mathematics (STEM) major for students beginning their postsecondary education at community colleges. Our study incorporated these two clusters of factors into a statistical model to examine STEM major choice in community colleges. In particular, our study was one of the first to examine the direction and magnitude of the relationship between earned college credits in science laboratories and advanced mathematics and STEM college major selection. Method: We analyzed national data from the Education Longitudinal Study (2002) for students who were in 10th grade in 2002, entered community college as their first postsecondary institution, and declared a college major by 2006. A comprehensive integrated model was analyzed through binary logistic regression with the outcome variable of choice of STEM major or not. Results: We found math self-efficacy in high school, postsecondary introductory science laboratory courses, and postsecondary advanced mathematics courses were each positively associated with the choice of STEM major among community college students. Gender continues to be influential, with women less likely to pursue STEM than men. Contributions: Our study highlights the opportunities the science laboratory holds for engaging beginning community college students interested in STEM fields. The linchpin role of mathematics and science for students aspiring to study STEM is underscored by the findings of this study.

Supporting the STEM Pipeline: Linking Applied STEM Course-Taking in High School to Declaring a STEM Major in College

2016 ◽  
Vol 11 (2) ◽  
pp. 177-202 ◽  
Author(s):  
Michael A. Gottfried ◽  
Robert Bozick
Keyword(s):  
High School ◽  
College Major ◽  
Major Choice ◽  
Longitudinal Survey ◽  
College Major Choice ◽  
Science Technology ◽  
Stem Pipeline ◽  
Stem Major ◽  
And Mathematics ◽  
Scientific Fields

Recently, through the support from the Obama administration, the traditional STEM curricula (science, technology, engineering, and mathematics) in high schools are being updated with integrated, applied STEM courses (e.g., technology and engineering) in order to enhance the “real world” applicability of scientific fields and ultimately to strengthen the link between what students learn in high school and college major choice. Using longitudinal survey and transcript data, this study examines whether taking these applied STEM courses in high school can predict higher odds of declaring a STEM major in college. The findings reveal that taking applied STEM courses in high school is associated with a higher probability of declaring a STEM college major for four-year students. Moreover, applied STEM course-taking is highly predictive of declaring an applied STEM major. Implications are discussed.

College-bound high-school graduates of 1972 and 1980 compared by college major

1985 ◽  
Vol 23 (3) ◽  
pp. 319-331 ◽  
Author(s):  
Lyle V. Jones ◽  
Tanja Bekhuis ◽  
Ernest C. Davenport
Keyword(s):  
High School ◽  
High School Graduates ◽  
College Major
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