Using national freshman survey data, the authors examined confidence and background variables (e.g., gender, minority status, parental occupation) as predictors of science, technology, engineering, and mathematics (STEM) major choice. Logistic regression analyses revealed that students were more likely to choose STEM majors if they had strong confidence in mathematics and academic areas and had parents with STEM occupations. Although female students were unlikely to choose a STEM major, African American and Latina/o students were equally as likely to choose a STEM major as were White or Asian American students. Findings suggest that students' confidence level in their academic and mathematics abilities makes a significant difference in their initial STEM major choice. Study findings could assist educators, counselors, and policy makers in their efforts to promote student choice of STEM‐related majors and careers.

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Utilizing a phenomenological perspective and method, this study aimed to reveal the lived career mentoring experiences of Latinas in science and engineering and to understand how selected Latina scientists and engineers achieved high-level positions. Our in-depth interviews revealed that (a) it is important to have multiple mentors for Latinas' success; (b) various types of mentoring can be effective in career development; (c) the support and encouragement of mentors is essential; and (d) mentoring relationships should be a mutual agreement. Findings also suggest that implementing formal and informal mentoring programs can encourage Latinas to pursue careers in science and engineering and have a positive influence on career success. The commonly shared characteristics and experiences that promote career success are trailblazer, mentoring types, networking, professional opportunities, support and encouragement, goal orientation, and passion and belief.

This study examined state efforts to control tuition increases over the past 10 years. Using data from 50 states and 540 public 4-year universities and colleges, we examined average tuition increases in dollar amount and percentage of change by the type of state tuition control policy and by the authority for tuition-setting power. The state policy efforts considered for this study include setting tuition caps, providing incentives, and linking tuition policy to financial aid policy. Findings revealed that two state policies (i.e., linking tuition to financial aid and providing incentives to limit the tuition increase) are effective in controlling tuition. Tuition was more likely to increase when individual institutions have tuition-setting authority. This study also reveals that a state's tuition cap policy can adversely affect tuition control.

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