Dual Enrollment Participation in STEM Courses: Considering Self-Identity, Utility, and Self-Efficacy

• In Event: 34.053 - Investigating the Outcomes of Dual Enrollment Programs

Abstract

Using multilevel multinomial regression, I assess whether individual and school factors alter the likelihood of participation in STEM dual enrollment—a program where high school students take college courses and oftentimes earn college credit—for racially minoritized students. As a comparison, I further include participation in STEM AP courses. I also consider the extent to which students’ self-identity, utility, and self-efficacy in math and science early in high school account for differential participation rates between White and racially minoritized students. I find these factors partially account for the underrepresentation of Latino students to STEM dual enrollment (and STEM AP), but they account for little for the underrepresentation of Black students to these programs.

Author

• Brian An, University of Iowa