American Educational Research Journal· 2013Q1
Why Students Choose STEM Majors
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- Q1SCImago
- 2013year
Short summary
Student choice of STEM majors is directly influenced by intent to major in STEM, high school math achievement, and initial postsecondary experiences like academic interaction and financial aid.
AI-generated from the title and abstract; the full text is not read.
Key points
- STEM major choice is directly influenced by intent, high school math achievement, and initial postsecondary experiences.
- Intent to major in STEM is shaped by 12th-grade math achievement, course exposure, and math self-efficacy.
- Early achievement and attitudes toward math influence these factors.
- Racial disparities exist: White students benefit more from math achievement and exposure for STEM intent than underrepresented minorities.
AI-generated from the title and abstract; the full text is not read.
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 to underrepresented minority students.
The authors' abstract, as published at the source. American Educational Research Journal, 2013 · DOI ↗
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