Factors That Influenced STEM/Information and Communications Technology Aspirants' Persistence in Rigorous High School Course-Taking

• In Event: Research in STEM and Career and Technical Education

Abstract

In this paper, we will share findings from our three-year, longitudinal, mixed-methods study (Kersaint & Kromrey, 2012), funded by the National Science Foundation’s Innovative Technology Experiences for Students and Teachers program. Our research team investigated Florida high school students’ rigorous mathematics and science course-taking who indicated interest in science, technology, engineering, or mathematics (STEM) or information communications technology (ICT) career clusters on their eighth-grade electronic Personal Education Planners ( 2009-2010). Using propensity score methods and survival analysis, we examined their persistence in high schools and in STEM/ICT career academies using two secondary data sets (Florida Education Data Warehouse and High School Longitudinal Study of 2009). We also conducted focus group interviews at five school sites in two Florida School Districts.

Authors

• Shetay Ashford, University of South Florida

• Reginald S. Lee, University of South Florida

• Rheta E. Lanehart, University of South Florida

• Tasha-Neisha Wilson, University of South Florida

• Gladis Kersaint, University of South Florida

• Jeffrey D. Kromrey, University of South Florida