为STEM衔接课程做准备?STEM的双录取和大学专业选择

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Higher Education Pub Date : 2023-09-27 DOI:10.1080/00221546.2023.2241331
Xiaodan Hu, Hsun-Yu Chan
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引用次数: 0

摘要

摘要在STEM路径模型的指导下,我们的研究假设双招生可以作为一种有效的策略来改善和均衡大学生获得STEM项目的机会。我们分析了一个具有全国代表性的数据集,以分解双入学课程(即参与,数学/科学双学分,双学分数量)对学生STEM专业选择的影响,重点关注传统上代表性不足的STEM学生。我们发现,一般来说,参加双招生课程与主修STEM的可能性呈正相关,尤其是在学士学位水平。然而,与没有数学/科学双录取课程的学生相比,参加数学/科学双录取课程的学生与主修STEM的可能性无关。双录取课程与STEM结果之间的关系在不同的学生背景群体中有所不同:家庭收入较高的学生主修STEM一直是积极的,但对低收入学生来说没有统计学意义。我们讨论了实际意义和未来的研究,重点是双重招生在促进高等教育STEM准入方面的作用。关键词:双录取;大学专业选择;社会人口学背景;高中纵向研究披露声明作者未报告潜在的利益冲突。具体来说,多重归算程序处理了控制变量中的缺失值:种族/民族(3.8%)、社会地位(6.8%)、高中GPA(7.4%)、教育期望(7.5%)、最高数学水平(7.2%)、AP/IB学分(4.4%)和主修STEM的意向(6.9%)。由于HSLS数据没有正确报告性别认同(Marine, Citation2011),我们使用学生出生时的性别作为二元指标来创建子组。由于在每个种族/民族群体中处理的观察数据相对较少且数量不平衡,我们无法使用基于单个种族/民族群体的倾向评分模型进行亚组分析。因此,我们必须根据有色人种学生的身份将少数族裔群体聚集起来。我们首先将有色人种学生定义为非白人学生。在进一步的分析中,我们从子样本中排除了亚裔美国学生,因为他们在STEM领域的表现相对较高(国家教育统计中心[NCES], Citation2022)。读者应注意,由于处理方式的转变,在获得DE学分的背景下解释这些系数是具有挑战性的。此外,这些命令不受svy前缀的支持,以解释复杂的调查数据,剂量-反应模型仅提供暗示性证据,而不能推广到更广泛的人群。考虑到这些方法学上的挑战,我们在附录d中提出了剂量-反应结果作为补充分析。额外信息资金支持本研究由美国教育研究协会资助,该协会的“AERA资助计划”由美国国家科学基金会(NSF)授予NSF- drl #1749275。这些观点反映了作者的观点,并不一定反映AERA或NSF的观点。
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Preparing for the STEM Pathways? Dual Enrollment and College Major Choice in STEM
ABSTRACTGuided by the STEM pathway model, our study hypothesizes that dual enrollment can serve as an effective strategy to improve and equalize college students’ access to STEM programs. We analyzed a nationally representative dataset to disaggregate the influence of dual enrollment course-taking (i.e. participation, dual credits in Math/Science, number of dual credits) on students’ STEM major selection, with a focus on traditionally underrepresented students in STEM. We found that taking dual enrollment courses in general is positively associated with the probability of majoring in STEM, especially at the baccalaureate level. However, taking dual enrollment courses in Math/Science is not associated with the probability of majoring in STEM when compared with students with no dual enrollment courses in Math/Science. The relationship between dual enrollment course-taking and STEM outcomes varies across different student background groups: It is consistently positive for students of higher household income to major in STEM but not statistically significant for low-income students. We discussed practical implications and future research with a focus on the role dual enrollment plays in advancing postsecondary STEM access.KEYWORDS: Dual enrollmentSTEMcollege major choicesociodemographic backgroundHigh School Longitudinal Study Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Specifically, the multiple imputation procedure addressed missing values in the control variables: race/ethnicity (3.8%), SES (6.8%), high school GPA (7.4%), educational expectations (7.5%), highest math level (7.2%), the number of AP/IB credits (4.4%), and intent to major in STEM (6.9%), respectively.2. Because the HSLS data does not properly report gender identity (Marine, Citation2011), we use students’ sex assigned at birth as a binary indicator to create the subgroups.3. Due to the relatively small and unbalanced number of treated observations in each racial/ethnic group, we were unable to conduct subgroup analyses using propensity score models based on individual racial/ethnic groups. Thus, we had to aggregate racially minoritized groups based on their student-of-color status. We first defined students of color as students who identify as non-White. In additional analyses, we excluded Asian American students from the sub-sample given their relatively high performance in STEM fields (National Center of Educational Statistics [NCES], Citation2022).4. The readers should be cautioned that, due to the treatment transformation, it is challenging to interpret the coefficients in the context of DE credits earned. Additionally, these commands are not supported by the svy prefix to account for complex survey data, the dose-response model only provides suggestive evidence, without generalization to the broader population. Given these methodological challenges, we present the dose-response findings as supplemental analyses in Appendix D.Additional informationFundingThis research was supported by a grant from the American Educational Research Association which receives funds for its “AERA Grants Program” from the National Science Foundation under NSF award NSF-DRL #1749275. Opinions reflect those of the author and do not necessarily reflect those AERA or NSF.
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Journal of Higher Education
Journal of Higher Education EDUCATION & EDUCATIONAL RESEARCH-
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期刊介绍: Founded in 1930, The Journal of Higher Education publishes original research reporting on the academic study of higher education as a broad enterprise. We publish the highest quality empirical, theoretically grounded work addressing the main functions of higher education and the dynamic role of the university in society. We seek to publish scholarship from a wide variety of theoretical perspectives and disciplinary orientations. Articles appearing in the Journal employ an array of methodological approaches, and we welcome work from scholars across a range of career stages. Comparative and international scholarship should make clear connections to the U.S. context. Manuscripts not appropriate for submission to the Journal include purely theoretical papers, methodological treatises, unsolicited essays and reviews, and non-academic, institutional, and program evaluations or reports.
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