A Five-Year Partial Least Squares–Structural Equation Modeling Analysis of Factors Influencing Undergraduate Performance and Persistence in STEM

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  In Roundtable Session: New Developments and Findings in STEM College Degree Success

Abstract

This study examined the performance and persistence of traditionally marginalized groups of students during introductory STEM courses at a large Hispanic Serving Institution in the southeast. The institution has implemented numerous programs to enhance STEM performance and persistence over the past decade including STEM clubs, virtual and face-to-face mentoring programs, and summer camps. Student (N=78,719) data were evaluated over a five-year period from fall 2012 through spring 2017. Results indicated no statistically significant differences in performance as measured by grade point average across gender, race, or student disability status. There were differential findings in persistence in a STEM major across racial groups. Implications are discussed.

Authors

• Matthew Marino, University of Central Florida

• Eleazar Vasquez, University of Central Florida