Parental STEM Involvement, High School STEM Experiences, and Choice of STEM Major in College

• In Event: Sociology of Education Section Roundtables
  In Refereed Roundtable (60 minute): Table 18. Paths to College Major Selection

Abstract

In an increasingly technology-driven global economy, STEM education has become central to both individual career prospects and national economic competitiveness. While research shows parents significantly influence academic outcomes, their role in college STEM major selection remains underexamined. Using the High School Longitudinal Study (HSLS:09-16), our three-stage analyses examine how different types of parental involvement affect high school STEM experiences, college major selection, and the direct and indirect pathways connecting these outcomes. We find that 1) parental school involvement and general measures of family socioeconomic background mainly affects whether students enter a four-year college, 2) parental involvement in students’ non-STEM activities has no significant effects on students’ college attendance or major choice, and 3) parental STEM involvement has strong total, direct, and indirect effects on whether students choose to major in STEM or non-STEM majors in a four-year college. Our findings also indicate that most of the parental involvement effects on students’ college attendance and major choice operate through direct mechanisms rather than through high school STEM experiences. Effects are stronger for academic STEM pathways, suggesting parental STEM involvement functions primarily as value transmission rather than instrumental support. These results highlight the importance of targeted parental engagement in shaping STEM outcomes.

Authors

• Simon Cheng, University of Connecticut

• Mary J. Fischer, University of Connecticut

• Jingzhi Guo, University of Connecticut