Course-Taking Patterns of Community College Students Beginning in STEM: Using Data Mining Techniques to Reveal Viable STEM Transfer Pathways

Wang, Xueli

doi:10.1007/s11162-015-9397-4

Cited by 64 publications

(49 citation statements)

References 35 publications

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“…Two-year programs and transferring credits have become a popular topic in the literature as the skyrocketing cost of higher education leaves students scrambling for more economical means of reaching their goals, such as enrolling in either online courses (Wladis, Hachey, and Conway 2015) or face-to-face courses (Wang 2016) at community colleges. Surprisingly, Wang (2013) reports that while high school exposure to mathematics and science courses appears to be a strong influence on students seeking a 4-year STEM degree, the impact on community college beginners' STEM interests is much smaller.…”

Section: Two-year Transfersmentioning

confidence: 99%

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Blackburn

2017

Science & Technology Libraries

262

155

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Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the experiences of women in STEM programs in higher education. This paper presents a thematic review of the literature regarding their status from 2007 to 2017 including journals, trade magazines, theses, and dissertations. It focuses on areas of recruitment, retention, barriers, and faculty issues. Stereotypes, biases, campus culture, classroom experiences, identity, and sense of belonging are also explored. The author additionally identifies gaps and suggests related areas for new research as well as implications for librarians.

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Section: Two-year Transfersmentioning

confidence: 99%

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Blackburn

2017

Science & Technology Libraries

262

155

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“…To account for other relevant factors that may influence two-year college students' intent to transfer, our conceptual framework also includes students' academic background and experiences, such as the type of two-year institutions students attend, their engagement with active learning experiences (Prince, 2004; Hagedorn et al, 2008), their first term grade point average (GPA; e.g., Bean and Kuh, 1984), and their programs of study (Wang, 2016). …”

Section: Conceptual Frameworkmentioning

confidence: 99%

A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent

et al. 2017

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In this study, we explored the relationship between the intent to transfer upward and a set of motivational, contextual, and socio-demographic background factors among 696 female students beginning in science, technology, engineering, and mathematics (STEM) programs or courses at two-year colleges in a Midwestern state. Drawing upon survey data and administrative records, our multinomial logistic regression analysis revealed that students' math and science self-efficacy beliefs, as well as transfer-oriented interaction, were significant and positive predictors for their intent to transfer into STEM fields as opposed to having no intent to transfer. In addition, the association between transfer intent and these key motivational and contextual factors was moderated by students' racial/ethnic backgrounds, marital status, and childcare obligations. For example, despite the positive relationship between transfer-oriented interaction and the intention to transfer into STEM fields, Black women were less likely to have intent to transfer into STEM fields than White students until Black students reported a moderate level of transfer-oriented interaction. Conversely, Hispanic students were more likely to report intent to transfer into STEM fields than their White peers, even when Hispanic students reported a relatively low level of engagement in transfer-oriented interaction. These and other reported findings bear important and nuanced implications as policymakers, educators, and researchers continue to discover ways to better support women's educational pathways and success in STEM fields at and through two-year colleges.

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“…Lack of academic readiness in the math and science disciplines in particular may influence students’ choice of major, thus diverting them away from their STEM degree dreams (Wang, 2015). Course selection patterns in the first year of community college revealed the importance of the type and timing of math and science courses for successful STEM students (Wang, 2016). Of particular interest are findings that early exposure to science, technology, or engineering courses in the first semesters of community college results in more successful outcomes in STEM programs, while math courses had a slightly lower correlation with success (Wang, 2016).…”

mentioning

confidence: 99%

“…Course selection patterns in the first year of community college revealed the importance of the type and timing of math and science courses for successful STEM students (Wang, 2016). Of particular interest are findings that early exposure to science, technology, or engineering courses in the first semesters of community college results in more successful outcomes in STEM programs, while math courses had a slightly lower correlation with success (Wang, 2016). Moreover, the completion of foundational courses by community college students in the physical sciences (chemistry, physics, astronomy, or geology) and computer sciences (programming or networking) play a meaningful role in the STEM major decision process (Wang, 2016).…”

mentioning

confidence: 99%

Understanding Determinants for STEM Major Choice Among Students Beginning Community College

Evans

Chen

Hudes

2020

Community College Review

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Objective: This study explored how high school and postsecondary academic parameters may relate to the choice of science, technology, engineering, and mathematics (STEM) major for students beginning their postsecondary education at community colleges. Our study incorporated these two clusters of factors into a statistical model to examine STEM major choice in community colleges. In particular, our study was one of the first to examine the direction and magnitude of the relationship between earned college credits in science laboratories and advanced mathematics and STEM college major selection. Method: We analyzed national data from the Education Longitudinal Study (2002) for students who were in 10th grade in 2002, entered community college as their first postsecondary institution, and declared a college major by 2006. A comprehensive integrated model was analyzed through binary logistic regression with the outcome variable of choice of STEM major or not. Results: We found math self-efficacy in high school, postsecondary introductory science laboratory courses, and postsecondary advanced mathematics courses were each positively associated with the choice of STEM major among community college students. Gender continues to be influential, with women less likely to pursue STEM than men. Contributions: Our study highlights the opportunities the science laboratory holds for engaging beginning community college students interested in STEM fields. The linchpin role of mathematics and science for students aspiring to study STEM is underscored by the findings of this study.

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Course-Taking Patterns of Community College Students Beginning in STEM: Using Data Mining Techniques to Reveal Viable STEM Transfer Pathways

Cited by 64 publications

References 35 publications

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent

Understanding Determinants for STEM Major Choice Among Students Beginning Community College

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