Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students

TLDR

The global economic crisis has heightened concern among policymakers about maintaining the United States’ leadership in research and development, prompting calls to strengthen mathematics and science education to increase the number of students pursuing STEM degrees. The study aimed to assess school-based factors influencing students’ decisions to major in STEM. Researchers conducted a two-part analysis to evaluate these factors. Most STEM majors are chosen during high school, driven by growing interest in mathematics and science rather than enrollment or achievement, indicating that policies focusing on advanced-level course enrollment and achievement may be misguided. © 2011 Wiley Periodicals, Inc., Sci Ed 95: 877–907.

Abstract

Abstract As the global economic crisis continues, sustaining the United States' position as a leader in research and development is a top concern of policy makers. Looking to increase the number of students pursuing degrees in STEM (science, technology, engineering, and mathematics), calls for improved mathematics and science education abound. We completed a two‐part analysis to assess the school‐based factors related to students choosing to complete a major in STEM. The results indicate that the majority of students who concentrate in STEM make that choice during high school, and that choice is related to a growing interest in mathematics and science rather than enrollment or achievement. These results indicate that the current policy focus on advanced‐level course taking and achievement as measures to increase the flow of students into STEM may be misguided. © 2011 Wiley Periodicals, Inc. Sci Ed 95: 877–907, 2011