Instructional Strategies, High School Preparation in Mathematics, and STEM Majors Among First-Generation College Students

• In Event: Highlighting the Realities of Minoritized Individuals in STEM

Abstract

The purpose of this study is to investigate how instructional strategies and mathematical preparation in high school play a role in the choice of college majors among first-generation college students. Using data from the Education Longitudinal Study (ELS), this study 1) identified distinct groups of instruction based on students' self-reported teaching/learning activities used in their mathematics classes, 2) examined whether these groups were differentially associated with indicators of intellectual aptitudes and math preparation in high school, and 3) investigated whether students' STEM-major enrollment and STEM-occupation aspirations would differ across groups. A Latent Profile Analysis LPA) was conducted. Results suggested four distinct groups of mathematics instruction in high school. Potential implications for education professionals and researchers are discussed.

Authors

• Chia-Lin Tsai, University of Northern Colorado

• Yael Haskowitz, University of Northern Colorado

• Samantha Estrada, University of Texas at Tyler