College Persistence: Sociocultural Factors and Early-College Minority Students' Pursuit of Four-Year STEM Degrees

• In Event: 53.071 - Applications of Mixed-Methods Research to Advance Understanding of Educational Issues

Abstract

In this mixed methods research study, we examined sociocultural factors related to the successful persistence of racialized minority STEM majors from Early College High Schools who were enrolled in 4-year institutions. The quantitative phase involved administration of a persistence scale (n = 50), whereas the qualitative phase involved the conduct of focus group interviews (n = 9). A multiple linear regression analysis revealed that former early college high school students pursuing STEM degrees with the highest-level academic integration at their respective institutions and the highest levels of degree commitment tended to have the greatest indication of persistence (R2 = 49.9%). Constant comparison analysis yielded 8 themes (e.g., Transitioning to College, College Persistence, Intersection of Race/Ethnicity and Culture). Implications are discussed.

Authors

• Leah McAlister Shields, University of Houston

• Rebecca McBride Bustamante, Sam Houston State University

• Anthony J. Onwuegbuzie, Sam Houston State University