Abstract
In this study, we explored the relationship between the intent to transfer upward and a set of motivational, contextual, and socio-demographic background factors among 696 female students beginning in science, technology, engineering, and mathematics (STEM) programs or courses at two-year colleges in a Midwestern state. Drawing upon survey data and administrative records, our multinomial logistic regression analysis revealed that students' math and science self-efficacy beliefs, as well as transfer-oriented interaction, were significant and positive predictors for their intent to transfer into STEM fields as opposed to having no intent to transfer. In addition, the association between transfer intent and these key motivational and contextual factors was moderated by students' racial/ethnic backgrounds, marital status, and childcare obligations. For example, despite the positive relationship between transfer-oriented interaction and the intention to transfer into STEM fields, Black women were less likely to have intent to transfer into STEM fields than White students until Black students reported a moderate level of transfer-oriented interaction. Conversely, Hispanic students were more likely to report intent to transfer into STEM fields than their White peers, even when Hispanic students reported a relatively low level of engagement in transfer-oriented interaction. These and other reported findings bear important and nuanced implications as policymakers, educators, and researchers continue to discover ways to better support women's educational pathways and success in STEM fields at and through two-year colleges.
Highlights
OF THE STUDYAn increasing national demand to employ baccalaureate graduates in science, technology, engineering, and mathematics (STEM) careers has called for robust research on students’ decisions and pathways to pursue these postsecondary fields of study. Carnevale et al (2010) indicated that, by 2018, ∼42% of STEM employment opportunities will require workers to possess a baccalaureate degree
Despite the positive relationship between transfer-oriented interaction and the intention to transfer into STEM fields, Black women were less likely to have intent to transfer into STEM fields than White students until Black students reported a moderate level of transfer-oriented interaction
Despite the positive relationship between transfer-oriented interaction and the intention to transfer into STEM fields, Black women were less likely to have intent to transfer into STEM fields than White students until Black students reported a moderate level of transfer-oriented interaction1
Summary
OF THE STUDYAn increasing national demand to employ baccalaureate graduates in science, technology, engineering, and mathematics (STEM) careers has called for robust research on students’ decisions and pathways to pursue these postsecondary fields of study. Carnevale et al (2010) indicated that, by 2018, ∼42% of STEM employment opportunities will require workers to possess a baccalaureate degree. A more pressing challenge within this endeavor is to resolve the severe gender gaps in the participation and completion rates of baccalaureate STEM programs (Ma, 2011) These programs are dominated by male students, with women seriously underrepresented (Riegle-Crumb and King, 2010). To close the noted gender gap, two-year colleges play an important role by serving as a potential pathway to fouryear institutions for women pursuing baccalaureate STEM degrees (Christian, 2000; Boswell, 2004; Cohen et al, 2014). In recent years, emerging partnerships between four-year institutions and twoyear colleges in supporting underrepresented students to pursue baccalaureate and/or graduate degrees in STEM fields provide realistic pathways for students who may not have otherwise considered transfer (Hirst et al, 2014). Two-year colleges are uniquely positioned to expand both the number and diversity of women holding a STEM baccalaureate through the upward transfer function
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