Journal ArticleDOI
Why Students Choose STEM Majors Motivation, High School Learning, and Postsecondary Context of Support
TLDR
In this article, a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions was proposed.Abstract:
This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions. Results suggest that choosing a STEM major is directly influenced by intent to major in STEM, high school math achievement, and initial postsecondary experiences, such as academic interaction and financial aid receipt. Exerting the largest impact on STEM entrance, intent to major in STEM is directly affected by 12th-grade math achievement, exposure to math and science courses, and math self-efficacy beliefs—all three subject to the influence of early achievement in and attitudes toward math. Multiple-group structural equation modeling analyses indicated heterogeneous effects of math achievement and exposure to math and science across racial groups, with their positive impact on STEM intent accruing most to White students and least ...read more
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Journal Article
Academically Adrift: Limited Learning on College Campuses
TL;DR: Arum and Roksa as mentioned in this paper argue that students gain surprisingly little from their college experience, that there is "persistent and growing inequality" in the students' learning, and that "there is notable variation both within and across institutions" so far as "measurable differences in students' educational experiences" is concerned.
Journal ArticleDOI
Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees
TL;DR: This study shows that participation in course-based undergraduate research experiences improves students’ likelihood of graduating with a STEM degree and graduating within 6 years.
Journal ArticleDOI
A Model of Factors Contributing to STEM Learning and Career Orientation
TL;DR: In this paper, the authors developed and tested a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth.
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Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective
TL;DR: The results suggest that both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study andGender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement.
Journal ArticleDOI
Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science
TL;DR: This article used story-based instruction to model how scientists achieve through failures and struggles, and found that participation in either of the struggle story conditions improved science learning post-intervention, relative to that of students in the control condition.
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Proceedings ArticleDOI
National WEPAN Pilot Climate Survey exploring the environment for undergraduate engineering students
TL;DR: Aggregate data yielded interesting findings regarding gender differences in areas related to student self-confidence and self-esteem that require further study.
Proceedings ArticleDOI
Work in progress — Social barriers and supports to underrepresented minorities' success in STEM fields
TL;DR: The authors explored social barriers that limit URMs' success in STEM fields, including negative perceptions/stereotypes of people of color, lack of same-race peers in classes/labs, negative interactions in the classroom, and sociocultural and spiritual resources.
Math, Science, and Technology in Early Childhood Education.
TL;DR: This paper reviewed some of the forces and trends that help frame early childhood curricula in these subjects, noting that controversy over teaching mathematics and science in preschools often begins with the conflicting theories of development and learning and suggested that some conflict about how and what to teach young children arises from differing beliefs about the future and educational needs of citizens of the twenty-first century.