High-Impact Postsecondary Practices and Degree Attainment in the Mathematics-Intensive Sciences for Women and Underrepresented Racial/Ethnic-Minority Students

• In Event: Marriott Roundtable Session 43
  In Roundtable Session: The Assessment of STEM in Multiple Contexts

Abstract

This study joins two areas of postsecondary research, rarely investigated together: (1) the effects of “high-impact practices” (HIPs) on educational outcomes and (2) gender and race/ethnic variation in science, technology, engineering, and mathematics (STEM) degree attainment. Using the nationally-representative Education Longitudinal Study (ELS: 2002/12), we estimate the relationships between HIPs and degree attainment in the mathematics-intensive sciences, controlling for background factors and mathematics subjective orientations shown to positively relate to STEM degree attainment. We find HIPs have mixed effects: a negative relationship with service learning and a positive relationship with capstone experiences. Notably, interaction effects indicate women participating in undergraduate research are less likely to earn mathematics-intensive degrees. We conclude with potential explanations and implications for scholarship, policy, and practice.

Authors

• Lara Perez-Felkner, Florida State University

• Samantha Nix, Florida State University