Extending the strategic adaptation framework: The children of immigrants’ pursuit of postsecondary STEM education

Abstract

The strategic adaptation framework is a popular explanation for the children of Asian American immigrants’ high participation rates in STEM (science, technology, engineering, and mathematics) education. The present study tests if this strategic adaptation framework applies to children of immigrants across race/ethnicity. Using postsecondary transcript data (2017–2018) from the High School Longitudinal Study of 2009 (HSLS), the analysis models the relationship between race/ethnicity and nativity with STEM credits completed among college attenders. The children of White, Black, and Asian American immigrants complete more STEM credits than later generation—children of US-born—White respondents. Later generation Black, Hispanic, and multiracial respondents complete less STEM credits than their White peers. A subsample analysis finds that these patterns are partially accounted for by adolescent beliefs that mathematics and science courses are important for their careers. However, we find no immigrant advantage in grade point average (GPA) in STEM courses relative to later generation White respondents. Rather, Black respondents—across generation—average slightly lower GPAs. These results suggest that the pursuit of STEM education is—in part—a pragmatic mobility strategy for the children of immigrants.