College Student Pathways to the STEM Disciplines
College Student Pathways to the STEM Disciplines
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大学生通往 STEM 学科的途径
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Gregory C. Wolniak
中科院分区：
文献类型：
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作者：
Mark E. Engberg;Gregory C. Wolniak
背景/背景随着人们对进入科学、技术、工程和数学(STEM)职业生涯的学生短缺的担忧日益加剧，美国各地的政策制定者正在考虑保持和提高我们国家的经济活力和国际竞争力的战略。在这种政策和计划环境下，研究人员将相当多的注意力集中在改善STEM教育的不同教育渠道阶段，但我们缺乏证据表明来自一个教育环境的资源如何影响后续教育环境的结果。目的/目的/研究问题/焦点本研究的目的是考察影响学生在大学期间进入STEM领域的个人和学校层面的因素。着眼于高中与大学联系的重要性，我们的研究问题解决了影响学生在大学主修STEM领域的可能性的个人和制度因素。研究设计本研究基于通过2002年教育纵向研究收集的数据，这是一项具有全国代表性的调查，调查对象是从高中一直跟踪到大学的高二学生。2006年底进入一所四年制院校并已宣布主修专业的学生被纳入分析样本。除了进行描述性和因素分析外，我们还使用交叉分类的层次一般线性模型来检查学生的背景、能力、态度、性格和与STEM专业相关的经验，以及构成学生中学和中学后环境的制度因素。研究结果/结论揭示了种族、学业准备、对数学和科学的态度和倾向、大学选择考虑和中学后经历等方面的显著影响。尽管在高中阶段没有发现制度效应，但中学后部门和选择性都显著影响了选择STEM学科的倾向。这项研究最后提出了几项政策建议，涉及K-16合作、双重招生计划，以及针对高中学生工作的教师和辅导员的发展考虑。
Background/Context As concerns mount about the shortage of students entering science, technology, engineering, and math (STEM) careers, policy makers throughout the United States are contemplating strategies to maintain and enhance our nation's economic vitality and international competitiveness. Within this policy and program environment, researchers have focused considerable attention on improving STEM education at different stages of the educational pipeline, yet we lack evidence on how resources from one educational setting may influence outcomes in a successive educational setting. Purpose/Objective/Research Question/Focus The purpose of the study is to examine individual- and school-level factors that influence students’ pathways to the STEM fields during college. Focusing on the importance of high school-to-college linkages, our research questions address the individual and institutional factors that affect students’ likelihoods of majoring in a STEM field in college. Research Design The study is based on data collected through the Educational Longitudinal Study of 2002, a nationally representative survey of high school sophomores who were followed through high school and into college. Students who were enrolled in a four-year institution at the end of 2006 and had declared a major were included in the analytic sample. Analysis In addition to performing descriptive and factor analyses, we used cross-classified hierarchical general linear modeling to examine students’ backgrounds, aptitudes, attitudes, dispositions, and experiences in relation to majoring in a STEM field, as well as institutional factors that constitute students’ secondary and postsecondary environments. Findings/Conclusions Findings from the study revealed significant effects in relation to race, academic preparation, attitudes and dispositions toward math and science, college choice considerations, and postsecondary experiences. Although no institutional effects were uncovered at the high school level, both postsecondary sector and selectivity significantly influenced propensities toward majoring in a STEM discipline. The study concludes with several policy recommendations related to K–16 collaborations, dual-enrollment programs, and developmental considerations for teachers and counselors working with high school students.