Campus Units

Political Science, Statistics

Document Type

Article

Publication Version

Published Version

Publication Date

2010

Journal or Book Title

Journal of STEM Education

Volume

11

Issue

1/2

First Page

45

Last Page

60

Abstract

Enrollment in STEM majors has improved recently, but there continues to be concern over retention in those majors, especially of women and minority students. The purpose of this study is to develop an integrated understanding of how multiple predictor variables affect student degree attainment and to ascertain how the variables impact is regulated by whether students are in STEM or non-STEM majors. Six-year cohort retention/graduation outcomes are predicted for all students in STEM and non-STEM majors, and are adjusted separately for whether students remain in, or shift into or away from, STEM majors. Long-term retention/graduation is predicted significantly by cumulative grade point average, financial need, aid (work-study, loan, and gift), gender, ethnicity, years living on campus, high school rank (HSR), ACT composite, out-of-state residence, and STEM status. For students starting out in non-STEM majors, six-year graduation/retention also is predicted significantly by learning community participation and whether the student switches to a STEM major.

Comments

This article is from Journal of STEM Education 11 (2010): 45. Posted with permission.

Copyright Owner

Institute for STEM Education and Research

Language

en

File Format

application/pdf