Reexamining Factors That Influence the Persistence of African American High School Enrollment in Math and Science College Preparation Courses

• In Event: Roundtable Session 21
  In Roundtable Session: Enhancing the Learning of African American Students in STEM Subjects

Abstract

African-American may contribute meaningfully to filling the void of STEM trained professionals. Pursuant to careers in these fields is a background in advanced math and science courses. Analysis of data from the 2009 High School Longitudinal Survey identified factors that influence African-American 9th graders in their decision to enroll in college preparatory math and science courses. Analysis of this secondary data will be compared to findings from data collected as part of a follow up (available later in 2013), for the same cohort in the eleventh grade. A logistic model will be used to compare responses between males and females; for the two subjects, math and science; and for the two years, 9th and 11th grades.

Authors

• Emiel W. Owens, Texas Southern University

• Andrea Shelton, Texas Southern University

• Collette Madeleine Bloom, Texas Southern University