Persistence of women and minorities in STEM field majors: Is it the school that matters?
Persistence of women and minorities in STEM field majors: Is it the school that matters?
复制标题
DOI：
10.1016/j.econedurev.2010.06.010
复制
发表时间：
2010-12-01
影响因子：
2.2
通讯作者：
Griffith, Amanda L.
中科院分区：
文献类型：
--
作者：
Griffith, Amanda L.
在大学期间，许多学生从他们计划的专业切换到另一个，特别是当计划的专业是在科学，技术，工程或数学（STEM）领域。一项令人担忧的统计数据显示，女性和少数民族在这些专业中的坚持率要低得多，这表明这可能是这两类学生在STEM管道中的一个漏洞。本文使用限制使用的数据，从全国新生纵向调查（NLSF）和1988年全国教育纵向研究（NELS：88），研究哪些因素有助于所有学生在干领域专业的持久性，特别是妇女和少数民族的持久性。虽然描述性统计数据显示，与男性和非少数民族学生相比，女性和少数民族学生坚持STEM领域专业的比例较小，但回归分析显示，这些学生的准备和教育经历的差异解释了坚持率的差异。在研究生与本科生比例较大，并且投入大量资金用于研究的选择性机构中，学生在STEM领域的坚持率较低。女性和少数民族STEM领域研究生的比例较高，对女性和少数民族学生的持续性产生积极影响。然而，几乎没有证据表明，拥有更大比例的STEM领域教师是女性增加了女性在STEM专业的持久性的可能性。这些结果表明，妇女和少数民族的分类到不同类型的本科课程，以及他们的背景差异有显着的影响持久率。(c)2010爱思唯尔有限公司版权所有。
During college, many students switch from their planned major to another, particularly so when that planned major was in a Science, Technology, Engineering, or Mathematics (STEM) field. A worrying statistic shows that persistence in one of these majors is much lower for women and minorities, suggesting that this may be a leaky joint in the STEM pipeline for these two groups of students. This paper uses restricted-use data from the National Longitudinal Survey of Freshmen (NLSF) and the National Education Longitudinal Study of 1988 (NELS:88) to examine which factors contribute to persistence of all students in STEM field majors, and in particular the persistence of women and minorities. Although descriptive statistics show that a smaller percentage of women and minorities persist in a STEM field major as compared to male and non-minority students, regression analysis shows that differences in preparation and the educational experiences of these students explains much of the differences in persistence rates. Students at selective institutions with a large graduate to undergraduate student ratio and that devote a significant amount of spending to research have lower rates of persistence in STEM fields. A higher percentage of female and minority STEM field graduate students positively impacts on the persistence of female and minority students. However, there is little evidence that having a larger percentage of STEM field faculty members that are female increases the likelihood of persistence for women in STEM majors. These results suggest that the sorting of women and minorities into different types of undergraduate programs, as well as differences in their backgrounds have a significant impact on persistence rates. (c) 2010 Elsevier Ltd. All rights reserved.