Examining STEM Persistence at a Predominantly White Institution Using a QuantCrit Lens

• In Event: Critical Analyses of STEM's Systemic Inequities

Abstract

We explore demographics, pre-college characteristics and multi-year (2003-2013) tracking of a census of 53,077 students who initially declared a STEM major upon entering a research university. Guided by QuantCrit theory, we use multilevel models to determine factors that predicted persistence in any major and factors that predicted persistence in STEM, as well as use marginal effects to explore the intersection of ethnicity, sex, and first-generation status. Results highlight the disparity that exist amongst Black students and their White counterparts with regards to persistence in any major. We also highlight the gap between first-generation White and Black first-generation females. Implications for future research and practitioners suggest further attention needs to be paid to Black first-generation students.

Authors

• Mario I Suarez, Utah

• Alan R Dabney, Texas A&M University - College Station

• Hersh C. Waxman, Texas A&M University - College Station

• Timothy Scott, Texas A&M University - College Station

• Adrienne Bentz, Texas A&M University - College Station