Grade Expectations: The Role of First-Year Grades in Predicting the Pursuit of STEM Majors for First- and Continuing-Generation Students
Grade Expectations: The Role of First-Year Grades in Predicting the Pursuit of STEM Majors for First- and Continuing-Generation Students
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成绩期望：一年级成绩在预测第一代和后续学生追求 STEM 专业方面的作用
DOI：
10.1080/00221546.2021.1907169
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
M. Thompson
中科院分区：
文献类型：
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作者：
M. Thompson
摘要在早期的科学、技术、工程和数学（STEM）大学课程中成绩不好会降低学生主修STEM的可能性。然而，一年级STEM课程的成绩对学生的影响并不均匀，因此很难知道早期的“守门”课程是否会选择性地将一些学生赶出STEM。这项描述性研究探讨了第一代和第二代学生的成绩和STEM持久性之间的关系。使用成绩单和调查数据从三个中等选择性的大专院校，我发现，在学生与高STEM GPA，第一代学生不太可能比他们的继续一代同龄人坚持干，净背景准备和特点。此外，仅第一年的STEM成绩就占了学习STEM可能性差异的很大一部分。虽然第一代学生对早期STEM成绩的反应略低于连续一代学生，但他们相对较低的早期STEM成绩是持久性差异的重要驱动因素。
ABSTRACT Earning poor grades in early science, technology, engineering, and mathematics (STEM) college courses decreases the likelihood that a student will major in STEM. However, grades in first-year STEM courses do not impact students evenly, making it hard to know if early “gatekeeping” courses selectively push some students out of STEM. This descriptive study examines the relationship between grades and STEM persistence for first- and continuing-generation students. Using transcript and survey data from three moderately-selective postsecondary institutions, I find that among students with high STEM GPAs, first-generation students are less likely than their continuing-generation peers to persist in STEM, net background preparation and characteristics. Moreover, first-year STEM grades alone account for a substantial portion of the differences in the likelihoods of studying STEM. While first-generation students are slightly less responsive to their early STEM grades than continuing-generation students, their comparatively lower early STEM grades are a significant driver of persistence differences.