Why Students Choose STEM Majors Motivation, High School Learning, and Postsecondary Context of Support
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Cites background or methods from "Why Students Choose STEM Majors Mot..."
...…in FRI and students’ choice to major in STEM: SAT total score or ACT equivalent as a measure of prior academic achievement, number of high school science credits earned as a measure of science preparation, and number of high school math credits earned as a measure of math preparation (Wang, 2013)....
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...We also included variables that have been shown to be associated with enrollment in FRI and students’ choice to major in STEM: SAT total score or ACT equivalent as a measure of prior academic achievement, number of high school science credits earned as a measure of science preparation, and number of high school math credits earned as a measure of math preparation (Wang, 2013)....
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228 citations
Cites background from "Why Students Choose STEM Majors Mot..."
...Research has confirmed this proposition, showing that self-efficacy is a predictor of students’ college major, career choices, and career aspirations (Adedokun, Bessenbacher, Parker, Kirkham, & Burgess, 2013; Brown & Lent, 2006; Vedder-Weiss & Fortus, 2012; Wang, 2013)....
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...Although exposure to mathematics and science courses has been shown to be related to student intent to major in STEM (Wang, 2013), in this study it was not as powerful an indicator as was youths’ direct indication of career interest....
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...Path models examining these learning and motivational relationships have been developed for a university-age audience (Ferry, Fouad, & Smith, 2000; Mills, 2009) or high school audience (Papanastasiou & Zembylas, 2004; Pietsch, Walker, & Chapman, 2003; Wang, 2013)....
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...Exposure to mathematics and (Maltese & Tai, 2011; Wang, 2013)....
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202 citations
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Cites background from "Why Students Choose STEM Majors Mot..."
...Belief in the necessity of exceptional scientific talents has been shown to be one of the major factors steering students away from science and math courses in both high school and college (Blickenstaff, 2005; Singh, Granville, & Dika, 2002; Wang, 2013)....
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References
42,102 citations
"Why Students Choose STEM Majors Mot..." refers background or methods in this paper
...Following the full-sample SEM analysis, multiple-group analyses were employed to examine whether the hypothesized model was equivalent across subgroups....
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...Prior to multiple-group analyses, the SEM model was analyzed based on the whole sample, and fit indices suggested excellent model-to-data fit (line Why Students Choose STEM Majors T a b le 2 D e s c ri p ti v e S ta ti s ti c s o f D e m o g ra p h ic C h a ra c te ri s ti c s o f th e S a m p le , U n w e ig h te d a n d W e ig h te d ST E M In te n t (2 0 0 4 ) ST E M E n tr an ce (2 0 0 6 ) T o ta l N In te n d e d to M aj o r in ST E M D id N o t In te n d D e cl ar e d a ST E M M aj o r D id N o t D e cl ar e a ST E M M aj o r N W td N N (% ) W td N (% ) N (% ) W td N (% ) N (% ) W td N (% ) N (% ) W td N (% ) T o ta l 6 ,3 0 0 1 ,5 6 0 ,0 5 0 1 ,2 2 0 (1 9 .3 ) 3 0 2 ,8 6 0 (1 9 .4 ) 5 ,0 9 0 (8 0 .7 ) 1 ,2 5 7 ,1 8 0 (8 0 .6 ) 9 7 0 (1 5 .4 ) 2 4 0 ,6 7 0 (1 5 .4 ) 5 ,3 3 0 (8 4 .6 ) 1 ,3 1 9 ,3 7 0 (8 4 .6 ) G e n d e r F e m al e 3 ,4 4 0 8 5 1 ,2 0 0 3 7 0 (1 0 .9 ) 9 2 ,6 3 0 (1 0 .9 ) 3 ,0 6 0 (8 9 .1 ) 7 5 8 ,5 8 0 (8 9 .1 ) 3 5 0 (1 0 .2 ) 8 7 ,3 2 0 (1 0 .3 ) 3 ,0 8 0 (8 9 .8 ) 7 6 3 ,8 8 0 (8 9 .7 ) M al e 2 ,8 7 0 7 0 8 ,8 4 0 8 4 0 (2 9 .3 ) 2 1 0 ,2 4 0 (2 9 .7 ) 2 ,0 3 0 (7 0 .7 ) 4 9 8 ,6 1 0 (7 0 .3 ) 6 2 0 (2 1 .6 ) 1 5 3 ,3 6 0 (2 1 .6 ) 2 ,2 5 0 (7 8 .5 ) 5 5 5 ,4 9 0 (7 8 .4 ) R ac e /e th n ic it y W h it e 4 ,0 5 0 9 9 6 ,6 6 0 7 2 0 (1 7 .7 ) 1 8 3 ,2 9 0 (1 8 .4 ) 3 ,3 4 0 (8 2 .3 ) 8 1 3 ,3 7 0 (8 1 .6 ) 5 6 0 (1 3 .9 ) 1 4 3 ,3 6 0 (1 4 .4 ) 3 ,4 9 0 (8 6 .1 ) 8 5 3 ,3 0 0 (8 5 .6 ) A si an 7 5 0 1 8 1 ,2 4 0 2 0 0 (2 6 .7 ) 4 4 ,3 0 0 (2 4 .4 ) 5 5 0 (7 3 .3 ) 1 3 6 ,9 4 0 (7 5 .6 ) 1 8 0 (2 4 .0 ) 4 2 ,2 2 0 (2 3 .3 ) 5 7 0 (7 6 .0 ) 1 3 9 ,0 2 0 (7 6 .7 ) U n d e rr e p re se n te d m in o ri ti e s B la ck 6 6 0 1 6 6 ,0 9 0 1 4 0 (2 0 .8 ) 3 5 ,1 7 0 (2 1 .2 ) 5 3 0 (7 9 .2 ) 1 3 0 ,9 2 0 (7 8 .8 ) 1 1 0 (1 7 .2 ) 3 0 ,8 4 0 (1 8 .6 ) 5 5 0 (8 2 .8 ) 1 3 5 ,2 5 0 (8 1 .4 ) H is p an ic 5 2 0 1 3 5 ,4 8 0 1 0 0 (1 8 .7 ) 2 5 ,8 6 0 (1 9 .1 ) 4 3 0 (8 1 .3 ) 1 0 9 ,6 2 0 (8 0 .9 ) 7 0 (1 2 .8 ) 1 4 ,4 7 0 (1 0 .7 ) 4 6 0 (8 7 .2 ) 1 2 1 ,0 0 0 (8 9 .3 ) A m e ri ca n In d ia n 3 0 6 ,9 2 0 1 0 (2 5 .0 ) 1 ,3 9 0 (2 0 .0 ) 2 0 (7 5 .0 ) 5 ,5 4 0 (8 0 .0 ) 0 (7 .1 ) 2 4 0 (3 .5 ) 3 0 (9 2 .9 ) 6 ,6 8 0 (9 6 .5 ) M u lt ir ac ia l 2 8 0 7 3 ,6 6 0 5 0 (1 8 .5 ) 1 2 ,8 7 0 (1 7 .5 ) 2 3 0 (8 1 .5 ) 6 0 ,8 0 0 (8 2 .5 ) 4 0 (1 4 .9 ) 9 ,5 4 0 (1 3 .0 ) 2 4 0 (8 5 .1 ) 6 4 ,1 2 0 (8 7 .0 ) So c io e c o n o m ic st at u s Lo w e st q u ar ti le 7 0 0 1 7 3 ,8 3 0 1 6 0 (2 2 .2 ) 3 7 ,2 5 0 (2 1 .4 ) 5 5 0 (7 7 .8 ) 1 3 6 ,5 8 0 (7 8 .6 ) 9 0 (1 2 .4 ) 2 0 ,1 5 0 (1 1 .6 ) 6 2 0 (8 7 .6 ) 1 5 3 ,6 8 0 (8 8 .4 ) Se co n d q u ar ti le 1 ,0 5 0 2 6 8 ,5 8 0 1 8 0 (1 7 .4 ) 4 7 ,9 4 0 (1 7 .9 ) 8 7 0 (8 2 .6 ) 2 2 0 ,6 4 0 (8 2 .1 ) 1 4 0 (1 3 .0 ) 3 4 ,6 1 0 (1 2 .9 ) 9 1 0 (7 8 .0 ) 2 3 3 ,9 7 0 (8 7 .1 ) T h ir d q u ar ti le 1 ,6 2 0 3 9 8 ,6 4 0 2 7 0 (1 6 .8 ) 6 9 ,0 8 0 (1 7 .3 ) 1 ,3 5 0 (8 3 .2 ) 3 2 9 ,5 6 0 (8 2 .7 ) 2 3 0 (1 4 .2 ) 5 6 ,2 4 0 (1 4 .1 ) 1 ,3 9 0 (8 5 .8 ) 3 4 2 ,4 0 0 (8 5 .9 ) H ig h e st q u ar ti le 2 ,9 3 0 7 1 9 ,0 0 0 6 0 0 (2 0 .6 ) 1 4 8 ,5 9 0 (2 0 .7 ) 2 ,3 2 0 (7 9 .4 ) 5 7 0 ,4 1 0 (7 9 .3 ) 5 2 0 (1 7 .6 ) 1 2 9 ,6 7 0 (1 8 .0 ) 2 ,4 1 0 (8 2 .4 ) 5 8 9 ,3 3 0 (8 2 .0 ) N o te ....
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...Why Students Choose STEM Majors The potentially varying effects of the modeled factors were examined through conducting multiple-group SEM analyses based on race, gender, and SES....
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...Figure 2 is a depiction of the structural part of the SEM diagram based on the theoretical model....
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...1Following the suggestion made by one of the reviewers, two sets of high school variables were also analyzed as additional covariates in the structural equation modeling (SEM) model: (a) family background including first-generation status (1 = first-generation college student; 0 = continuing generation) and language background (1 = English is native language; 0 = English is not native language) and (b) high school context variables including percentage of the school’s students that qualify for free/reduced-price lunch, percentage of minority students in the school, student-teacher ratio of the school, high school type (dummy coded into Catholic, other private, and public as the referent group), and urbanicity of the school (dummy coded into suburban, rural, and urban as the referent group)....
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16,616 citations
"Why Students Choose STEM Majors Mot..." refers background in this paper
...On the contrary, a significant Dx2 statistic would suggest that the given parameter was not equivalent across gender groups; therefore, it would be freely estimated in the subsequent models for invariance tests (Byrne, 2010; Kline, 2011)....
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