Pipeline Persistence: Examining the Association of Educational Experiences With Earned Degrees in STEM Among US Students

被引：504

作者：

Maltese, Adam V. ^{[1
]}

Tai, Robert H. ^{[2
]}

机构：

[1] Indiana Univ, Sch Educ, Bloomington, IN 47405 USA

[2] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22902 USA

来源：

SCIENCE EDUCATION | 2011年 / 95卷 / 05期

关键词：

HIGH-SCHOOL SCIENCE; ECOLOGICAL MODEL; CHOICE; MATHEMATICS; CAREER; WOMEN; TECHNOLOGY; ATTITUDE; MATH; OPPORTUNITIES;

D O I：

10.1002/sce.20441

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

As the global economic crisis continues, sustaining the United States' position as a leader in research and development is a top concern of policy makers. Looking to increase the number of students pursuing degrees in STEM (science, technology, engineering, and mathematics), calls for improved mathematics and science education abound. We completed a two-part analysis to assess the school-based factors related to students choosing to complete a major in STEM. The results indicate that the majority of students who concentrate in STEM make that choice during high school, and that choice is related to a growing interest in mathematics and science rather than enrollment or achievement. These results indicate that the current policy focus on advanced-level course taking and achievement as measures to increase the flow of students into STEM may be misguided. (C) 2011 Wiley Periodicals, Inc. Sci Ed 95: 877-907, 2011

引用

页码：877 / 907

页数：31

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