Factors Associated With the Educational Attainment of Aspiring Engineers

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  In Roundtable Session: Understanding STEM Students and Outcomes

Abstract

This paper uses ELS:2002 to examine how varying aspirational levels of planning (intention) and action (choice) affect educational attainment by age 26 for college students with interest in pursuing an engineering degree. The study is guided by the Social Cognitive Career Theory that emphasizes the intertwining role of goal setting, self-efficacy, and outcome expectations in career development. Findings suggest the proposed aspiring-engineer typology is a main determinant of educational attainment, when controlling for socio-demographic, pre-college, and postsecondary factors. Students with high-aspiration toward engineering enter postsecondary education with a greater advantage with respect to preparation and attitudes that increases the likelihood of bachelor’s degree completion. Medium-aspiration students and low-aspiration students are more likely to attain certificate/associate degrees or be non-completers, respectively.

Authors

• Richard Raleigh, The University of Texas - Arlington

• Maria Adamuti-Trache, The University of Texas - Arlington

• Yi Leaf Zhang, University of Texas at Arlington