Who Takes What? Applied STEM Course-Taking Patterns Among High School Students in Missouri

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Abstract

The issue of racial and gender equity in STEM fields has been a longstanding topic of discussion. Despite significant efforts to enhance STEM engagement, diversity remains a critical challenge, with women and minorities often underrepresented. Applied STEM courses, which connect theoretical knowledge to real-world experiences, play a critical role in shaping students' STEM trajectories and influencing their future career paths. Using longitudinal data from Missouri, this research investigates the participation in applied STEM courses—such as engineering, computer science, and biomedical science—and the role of school factors on these trends. The findings aim to offer valuable insights for educators and policymakers seeking to create a more equitable STEM education system and address ongoing disparities in STEM opportunities.

Authors

• Xinyi Mao, University of Central Florida

• Eric M. Camburn, University of Missouri - Kansas City

• Dillon Fuchsman, University of Missouri - Kansas City