Abstract
Community colleges educate nearly half of all students who complete postsecondary degrees in science, technology, engineering, and mathematics (STEM) disciplines. For many matriculated students, chemistry is a required gatekeeping course for postsecondary retention and advancement in STEM majors. This research explored community college student enrollment and performance in introductory chemistry courses for STEM majors, and how chemistry achievement related to student background characteristics and degree persistence. Data included grades, demographics, enrollment patterns, and degree status for 1,690 chemistry students who matriculated at a diverse, suburban community college from 2011 to 2014. Descriptive statistics indicated 32% of students received grades of D, F, or W in introductory chemistry; 49% of these students changed their majors after taking the course, with four-fifths of those degree changers switching to non-STEM fields. Binary logistic regression models revealed that chemistry enrollment...
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