The Role of STEM Efficacy for Course-Taking and High School Graduation of English Language Learners

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Reducing Structural Barriers to Educational Opportunity: Multilingual Education and Beyond (Table 27)

Abstract

This study examines opportunity gaps for English language learners in high school and how this manifest in disparities with non-ELLs on STEM efficacy, STEM course taking, and high school graduation. The analysis for this study is grounded on the self-efficacy component of Albert Bandura's Social Cognitive Theory (1977), which suggests students are motivated by positive experiences that contribute to their academic success (Hsieh & Kang, 2010). We conducted various inferential statistical analyses including T-tests, multivariate regressions, and logistic regressions using nationally representative High School Longitudinal Study. Overall, we find statistically significant differences between ELLs and non-ELLs on STEM efficacy and course taking as well as evidence that higher STEM efficacy is related to higher graduation rates for ELLs.

Authors

• Yazmin Torres, New York City Department of Education

• Stephen Kotok, St. John's University