An Examination of Relationships Between Factors That Support STEM Pathways at Selective STEM High Schools

• In Event: 47.095 - MTCC Roundtable Session 19
  In Roundtable Session: 47.095-7 - Exploring Structural Inequalities in High Schools: Implications for Student Preparation, Completion, and Achievement

Abstract

High school experiences have a large influence in leading students to obtain post-secondary STEM degrees, and ultimately obtain STEM careers. However, more research is needed in examining components that explain these STEM pathways, particularly at selective STEM high schools. This five-year longitudinal study explores approximately 250 students’ experiences in high school, and the first year of college, that prepared them for pursuing STEM careers. Using social cognitive career theory, this mixed-methods study examines how institutional factors, conceptualized as access and barriers to STEM learning opportunities, and psychological factors, including motivation and interest, are associated with factors of continuing on a STEM pathway, attainment and persistence. Findings from this study point to needed components for strengthening STEM Pathways.

Authors

• Xavier J. Monroe, Stanford University

• Anthony Muro Villa, University of California - Riverside

• Elizabeth B. Dyer, WestEd

• Jessica Triant, WestEd

• Dennis J. Ciancio, The University of Texas

• Mingyu Feng, WestEd

• Joshua Valcarcel, WestEd

• Kim Luttgen, WestEd

• Edward D. Britton, WestEd STEM Program

• Steven Arnold Schneider, WestEd