Abstract
This study examined how various individual, family, and school level contextual factors impact the likelihood of planning to major in one of the science, technology, engineering, or mathematics (STEM) fields for high school students. A binary logistic regression model was developed to determine the extent to which each of the covariates helped to predict such academic interest. High school course taking in science and performance on science and math standardized tests were significantly and positively related to an increased interest in STEM. College aspirations were significant, and those with loftier educational goals were generally more likely to plan to major in a STEM field. Other individual-level factors also played a significant role, as male high school students were significantly more likely to have an early interest in STEM relative to their female peers, as were African American high school students compared with White students. Low-income students were significantly more likely to be interested in STEM majors than higher income students, respectively. In terms of school-level context, while teacher academic qualifications had a negative but significant relationship with an early interest in STEM, teacher experience had a small but significant positive relationship.
Highlights
Strengthening the scientific workforce has been and continues to be of importance for every state in America
Schools that serve a high percentage of racial and ethnic minority students do not offer as many Advanced Placement (AP) courses as other high schools due to disparities in school funding and access to resources, including quality teachers (May & Chubin, 2003). This results in fewer AP math and science courses taken by African Americans, Latinos, and Native Americans, which contributes to the underrepresentation of students of color in the STEM fields in postsecondary education
Based on the odds ratios, the difference between Asian and White students was much greater than the difference between African American and White high school students
Summary
Given the sequencing necessary to culminate in a STEM postsecondary degree or STEM occupation, it is necessary to examine high school students’ attitudes, thoughts, and actions towards math and science fields Included in this line of research is the need to link high school students’ planned college majors to various contextual factors. Brand and Xie (2010) argued that for economically advantaged students, the decision to attend college and arguably major in STEM was better rooted in cultural norms and expectations. Applying the theory to college aspirations is viable based on George-Jackson and Lichtenberger (2012) They found that economically disadvantaged students generally had more confidence in their STEM majors than their high-income counterparts
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