Race, Integrated Schools, and College STEM Participation: Another Reason Why We Need Diverse Schools

• In Event: Marriott Roundtable Session 19
  In Roundtable Session: New Developments and Findings in STEM College Degree Success

Abstract

In this paper, we study the relationship between attending a sequence of racially diverse schools and students’ choice of STEM as a college major. Drawing from perpetuation theory, theories of cumulative disadvantage, and interest convergence theory this paper estimates if there is a long-term influence of the sequence of racial composition of schools attended on students’ college choice of major (STEM vs. non-STEM). We test if this influence differs depending on students’ racial background. Analysis using hierarchical logit modeling supports that students who attended a sequence of racially diverse schools are more likely to declare and graduate with a STEM major than those who did not. Importantly, this effect seems appears to be stronger for White students.

Authors

• Martha Cecilia Bottia, University of North Carolina - Charlotte

• Elizabeth Stearns, University of North Carolina - Charlotte

• Roslyn Arlin Mickelson, University of North Carolina - Charlotte

• Stephanie Moller, University of North Carolina - Charlotte