Abstract
Increases in attrition rates among science, mathematics, and engineering (SME) majors have produced a variety of deleterious effects for the society. This article attempts to clarify and interpret the interaction of those characteristics of the structure and culture of undergraduate SME programs that perpetuate high loss rates among their first year college majors. The interaction of instructional factors, differing high school and college faculty expectations for entering SME undergraduates, and epistemological considerations was found to contribute to a higher dissatisfaction among SME majors as compared with non-SME majors and the resulting attrition. Significant support was not seen for the contribution of commonly cited explanations of SME attrition such as cognitive factors and large class sizes.
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