Academic Majors Research Articles

Beyond Traditional Measures of STEM Success: Long-Term Predictors of Social Agency and Conducting Research for Social Change

Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed.

Professors’ Behaviors and Attributes that Promote U.S. Women’s Success in Male-Dominated Academic Majors: Results from a Mixed Methods Study

High rates of attrition of women from male-dominated academic majors may stem from both individual-level personal attributes (e.g., lower confidence in skills; Sax et al. 2015) and non-supportive environmental factors (e.g., chilly climate; Blickenstaff 2005; Hill et al. 2010). Grounded in social cognitive career theory (Lent et al. 1994), the present study utilized a mixed methods approach to identify faculty behaviors and attributes that support women in male-dominated majors and help to prevent attrition. In Study 1, data from eight focus groups involving 23 senior women in male-dominated majors at a mid-sized U.S. Midwestern university were coded to identify common themes exploring why certain professors’ behaviors/attributes are useful to women in male-dominated majors. Results indicated that professors’ behaviors led to learning experiences that helped women create personal connections within departments and provided them with department or career-related information as well as opportunities to gauge/demonstrate their skills to combat the idea that they fit the incompetent-woman stereotype. In Study 2, survey data (n = 65) examined professors’ support, academic advising time, and percentage of female faculty within a department as buffers against the negative effects of sexism on women’s academic achievement, physical health, and social belongingness. Sexist events in the department were associated with women’s reduced sense of belonging, but academic advising time served as a buffer of this association. Overall, our results indicated that proximal environments are important and that professors’ behaviors that support women without singling them out were most helpful.

Difference Analysis on Creative Cognition, Learning Flow, Creative Personality of College students Participating in Learning Community by Academic Majors and Grades

Difference Analysis on Creative Cognition, Learning Flow, Creative Personality of College students Participating in Learning Community by Academic Majors and Grades

Difference Analysis on Creative Cognition, Learning Flow, Creative Personality of College students Participating in Learning Community by Academic Majors and Grades

Difference Analysis on Creative Cognition, Learning Flow, Creative Personality of College students Participating in Learning Community by Academic Majors and Grades

The past, present, and future of population geography in China: Progress, challenges and opportunities

Population geography (PopGeo), although a sub-discipline of human geography, should have been well developed in China in light of its national population size and unique demographic issues, regional socio-economic development, and biophysical differences. Yet it typically lags behind the development of its parent disciplines, especially demography and geography. Specifically, PopGeo in Chinese higher education is still at a low level in terms of the three major aspects of disciplinary development: academic majors for higher education, academic conferences, and journals. The research content of PopGeo in China has focused on the growth, composition, change, distribution, and carrying capacity of population at the meso- and macro-spatial scales. As the most populated country in the world, questions about how and why the population changes, where the population settles and migrates to, its maximum carrying capacity, and how to guide sound development of population matter to society and the economy, are always important topics in the PopGeo studies in China. In contrast, some new population phenomena such as human space–time behaviors (commuting, remittances, and friends’ interaction), popular in the scientific community abroad, are not fully investigated at the micro-level. Presently, PopGeo in China may face both challenges and opportunities because of the adjustment of fertility policies and implementation of national new urbanization plans at the national level. It is this occasion that calls for a state-of-the-art review of the development of PopGeo since the 1980s, the turning point of an increasing number of PopGeo studies in China. We aim to reveal the current status of PopGeo in China to the world, and shed light on its further study.

Developing a Curriculum for Information and Communications Technology Use in Global Health Research and Training: A Qualitative Study Among Chinese Health Sciences Graduate Students.

BackgroundRapid development of information and communications technology (ICT) during the last decade has transformed biomedical and population-based research and has become an essential part of many types of research and educational programs. However, access to these ICT resources and the capacity to use them in global health research are often lacking in low- and middle-income country (LMIC) institutions.ObjectiveThe aim of our study was to assess the practical issues (ie, perceptions and learning needs) of ICT use among health sciences graduate students at 6 major medical universities of southern China.MethodsTen focus group discussions (FGDs) were conducted from December 2015 to March 2016, involving 74 health sciences graduate students studying at 6 major medical universities in southern China. The sampling method was opportunistic, accounting for the graduate program enrolled and the academic year. All FGDs were audio recorded and thematic content analysis was performed.ResultsResearchers had different views and arguments about the use of ICT which are summarized under six themes: (1) ICT use in routine research, (2) ICT-related training experiences, (3) understanding about the pros and cons of Web-based training, (4) attitudes toward the design of ICT training curriculum, (5) potential challenges to promoting ICT courses, and (6) related marketing strategies for ICT training curriculum. Many graduate students used ICT on a daily basis in their research to stay up-to-date on current development in their area of research or study or practice. The participants were very willing to participate in ICT courses that were relevant to their academic majors and would count credits. Suggestion for an ICT curriculum included (1) both organized training course or short lecture series, depending on the background and specialty of the students, (2) a mixture of lecture and Web-based activities, and (3) inclusion of topics that are career focused.ConclusionsThe findings of this study suggest that a need exists for a specialized curriculum related to ICT use in health research for health sciences graduate students in China. The results have important implications for the design and implementation of ICT-related educational program in China or other developing countries.

The Relationship between University Specialization and the Characteristics of Different Academic Majors in South Korea

The Relationship between University Specialization and the Characteristics of Different Academic Majors in South Korea

The Dark Triad across academic majors

The Dark Triad traits (i.e., narcissism, psychopathy, and Machiavellianism) have been associated with the desire for power, status, and social dominance in the workplace, and these desires have been hypothesized to draw Dark Triad individuals towards occupations affording such outcomes. Following this reasoning, the Dark Triad may also influence educational choices. Research in other personality traits has shown that Big Five traits impact educational choices: Students in different academic majors differ on Big Five traits at enrollment. The aim of the present study was to explore whether there are also pre-existing Dark Triad differences across academic majors. Accordingly, the Big Five and the Dark Triad traits were measured in a sample of newly enrolled students (N=487) in different academic majors (psychology, economics/business, law, and political science), and mean scores were compared. Group differences in the Big Five personality traits largely replicated previous findings. Group differences in the Dark Triad traits were also found and included medium and large effect sizes with the largest differences being between economics/business students (having high Dark Triad scores) and psychology students (having low Dark Triad scores). These findings indicate that Dark Triad as well as Big Five traits may influence educational choices.

The Development of Intra-Departmental Stratification and Competition for Resources: A Case Study of a Non-Research Based Higher Education Institution

Fluctuations in the financial welfare of institutions of higher education have long been tied to our country’s economic well-being. For many institutions the most recent financial downturns have led to historic revenue and enrollment difficulties that have necessitated the use of cost containment strategies to conserve dwindling resources. Included in these tactics are resource allotment decisions that reflect administrative favor towards some academic departments, leading to the development of a prestige-based stratification system and competition driven funding. A case study of a non-research based institution is used to take a preliminary look at the impact of institutional resource conservation on intra-departmental competition for resources and disparate funding allocations across disciplines in this setting. Special attention is given to the trends in enrollment and the selection of particular academic majors that have occurred across time and in response to the institution’s continued fiscal difficulties.

Not All Education Is Created Equal: How Choice of Academic Major Affects the Racial Salary Gap

Using 48,403 observations from the National Survey of College Graduates, this article examines the racial salary disparity between Black and White college graduates. We find that academic major and first higher education institution influence one’s final occupation, which in turn affects the salary disparity between Blacks and Whites. We suggest that public policy builds awareness among high school students aspiring for college of the importance of preparing for specific academic majors that lead to occupations expected to maintain an earnings premium.

Exploring differences in creativity across academic majors for high-ability college students

ABSTRACTMany current theories and models include creativity as a component of giftedness, conceptualizing the construct in numerous ways that complement giftedness. Variations in creativity have also been studied among different academic disciplines, suggesting that although there may be higher levels of creativity for some, major choice is a complex concept. The current study explores differences in several aspects of creativity based on academic major for a high-ability young adult population. Using data from 399 Honors College students at a Midwestern university in the United States, a MANOVA and series of 1-way ANOVAs suggest significant differences by academic major for creative engagement, creative cognitive style, and fantasy, but not for tolerance or spontaneity. The pattern of results generally indicates higher creativity among arts and humanities majors, compared with other disciplines such as education and pre-professional training, although these fields can also benefit from creative input. Potential curricular and experiential reasons for these differences are discussed, along with some implications for educational programming and interventions.

Teachers and Students’ Stereotypes about the Teaching and Learning of English

This article is the result of a research study that examined teachers and undergraduate students’ stereotypes about English teaching and learning processes at a private university in Tunja, Colombia. The research was carried out with six English teachers and twenty undergraduate students from first and second semesters. The instruments used to collect data were semi-structured interviews and questionnaires from both teachers and students. A grounded theory method was used to analyze the gathered information. Findings demonstrate that language teachers created stereotypes about students’ academic work, behavior, and attitudes due to their experiences with them as their teachers, and particularly according to students’ academic majors. Students also evidence stereotypes about the teaching and learning of English, according to their experiences in English class.

Sacked for Dollars: The Exploitation of College Football Players in the Southeastern Conference

This study seeks to answer if academic clustering occurs in the SEC and if race and field value are significant indicators of this phenomena. The academic majors players select or are steered towards may lend credence to the claim that universities possess an avenue for fast tracking an athlete’s eligibility status. At stake in college football’s competitive market are complex streams of revenue ranging from television exposure and merchandise sales to increased student applications and alumni contributions. This market places enormous pressure on SEC football programs to not only keep pace with other programs within the conference, but more importantly, to increase market share by ensuring only elite athletes are recruited, signed, and developed into top performers for the conference. The on-the-field product, then, serves as a means for top programs to access lucrative revenue streams made available through college football’s popularity, marketability, and merchandising. The student-athlete becomes the lynch-pin driving this multi-billion dollar industry. Therefore, we asked the following questions: 1) Are SEC football players clustered into academic majors? 2) If clustering exists, does it differ according to race? 3) If clustering exists, does field value determine which players get clustered? Our findings, in which the majority of starters and key contributors were obtained from only a few majors, support the claim that Universities possess mechanisms that reinforce the systemic foreclosure of a student-athlete's educational freedom.

Need-Supportive Advising for Undecided Students

To explore the relationship between need-supportive advising and students' decision making on academic majors, we conducted a longitudinal study of 145 students based on their reports of basic psychological need satisfaction and their decision-making processes. We hypothesized that need-supportive advising would positively contribute to autonomous and competent decision making. Results suggest that students who receive need-supportive advising at the beginning of the academic year report increased feelings of autonomy and competence about choosing a major toward the end of the year, implying that advising satisfies students' basic psychological needs throughout the year. Implications and future directions are discussed.

The Relationship Between Academic Motivation and General Health and the Effective Factors on This Relationship in Female High School Students

Background: Motivation is among factors that drive humans’ behavior and since many years ago, psychologists have paid much attention to its role in educational and academic development. Besides, students mental health is influential on the success of any country’s educational system. Objectives: The present study aimed to investigate the relationship between academic motivation and general health of female junior high school students in Jahrom city of Iran. Methods: This cross-sectional, descriptive-analytical study was done on 464 students studying in female junior high schools of Jahrom in the second semester of 2015. Multistage random sampling was used. In order to study academic motivation, Harter academic motivation scale and to study general health, goldberg general health questionnaire (GHQ-28) was used, the validity and reliability of which have been approved. The data were entered in the SPSS statistical software (version 21) and were analyzed using Pearson’s correlation, independent two-samples T-test, and linear regression modeling method. Results: The results of the correlation test indicated that academic motivation was associated with general health. Accordingly, lower GHQ scores were associated with higher academic motivation scores. In other words, healthier students had higher academic motivation (P < 0.001). However, no significant difference was found between seventh grade and eighth grade students regarding academic motivation and general health. Overall, the findings of this research showed the students’ high motivation, and that general health was at risk in some academic majors. Conclusions: According to this study, healthier students had higher academic motivation. Therefore, more attention needs to be paid to students’ general health and academic motivation, which could lead to their educational achievement.

Apathetic and withdrawing students in Japanese universities--with regard to Hikikomori and student apathy.

In recent years, the increasing number of young people withdrawing from society, so called Hikikomori, has been a cause for concern in Japan. These are people who stay at home and do not work or attend school for more than 6 months. Most of them are not regarded as having any psychotic illness such as schizophrenia. With respect to college students, "student apathy" syndrome has been discussed since the 1960's. To evaluate the proportion of apathetic and withdrawing students among those who leave school, take off, or repeat academic years; to see how these situations have changed in the last 20 years; and to identify the characteristics of such high risk groups so as to provide them with effective psychiatric support services. First I examined the mean rates of the academic events mentioned above among students of Japanese national universities. I then compared those rates statistically between males and females, and among 6 groups according to gender and academic majors. Then the reasons for those academic events were examined. The rates of each event have continually increased over the last 21 years, and a considerable number of the students were shown to have been in a state of "student apathy." Male 4-year course students had a high risk, especially male science course students had serious problems.

How employers can stanch the hemorrhaging of collegiate GPA credibility

Grade inflation is rampant across universities, colleges, academic majors, and certainly in American business schools. Extensive evidence shows that the distribution of college GPAs is skewed sharply toward high grades. Consequently, GPAs often poorly convey students’ relative academic achievement, sending a muddled message to prospective employers. This article explores the causes and consequences of grade inflation. It concludes with six recommendations for employers who want to encourage college administrators to control collegiate grade inflation, thereby strengthening the accuracy and value of a GPA in the processes of applicant evaluation and job placement.

Big Five group differences between academic majors: a systematic review

Action abilities are constrained by physical body size and characteristics, which, according to the action-specific account of perception, should influence perceived space. We examined whether physical body size or beliefs about body size affect distance perception by taking advantage of naturally-occurring dissociations typical in people who are obese but believe themselves to weigh less. Normal weight, overweight, and obese individuals made verbal distance estimates. We also collected measures of beliefs about body size and measures of physical body size. Individuals who weighed more than others estimated distances to be farther. Furthermore, physical body weight influenced perceived distance but beliefs about body size did not. The results illustrate that whereas perception is influenced by physical characteristics, it is not influenced by beliefs. The results also have implications for perception as a contributing factor for lifestyle choices: people who weigh more than others may choose to perform less physically demanding actions not as a result of how they perceive their bodies, but as a result of how they perceive the environment.

Stereotype Threat and Women’s Science Motivation

Threatening stereotypes have been theorized as having negative consequences for domain identification among members of the stigmatized groups. The present research tested this disidentification hypothesis among college women ( N = 650) in academic majors that should be vulnerable (i.e., science and engineering) and immune (e.g., humanities and education) to these theorized effects. Results of structural equation modeling analyses were consistent with theoretical expectations, as stereotype threat was negatively and indirectly associated with the adoption of self- and task-approach achievement goals through its relationship with science identity for science and engineering majors but not women in nonstereotyped majors. For the latter group, stereotype threat bypassed science identity and was instead both directly and indirectly related to approach motivation. Implications for academic/career motivation, science identity, and career counseling intervention are discussed.

Predicting Student Success and Retention at an HBCU via Interest-Major Congruence and Academic Achievement

Understanding the degree to which students’ interests and achievement fit with educational environmental rewards and requirements can help universities retain students, while assisting students in finding fulfilling academic majors and careers. We examined the effect of various interest-major congruence indices and American College Testing (ACT) achievement indicators on biology and chemistry students’ success and retention using archival university data from a Historically Black College/University. Results indicated that the specific congruence index utilized alters the statistical impact of achievement indicators on retention and success. Additionally, while the predictors of success and retention differed between biology and chemistry majors, math and English ACT scores impacted success and retention for both biology and chemistry majors, highlighting the utility of assessing skill areas beyond math for students majoring in both biology and chemistry. Career counselors and advisors should consider students’ majors and the utility of exploration tools when providing guidance to college students.