The Representation of Minority, Female, and Non-Traditional STEM Majors in the Online Environment at Community Colleges

Abstract

Using data from more than 2,000 community college science, technology, engineering, and mathematics (STEM) majors in the National Postsecondary Student Aid Study, this research investigates how ethnicity, gender, non-traditional student risk factors, academic preparation, socio-economic status, and English-as-second-language/citizenship status relate to online course enrollment patterns. Even after controlling for other factors, Blacks and Hispanics (Black and Hispanic men, in particular) were significantly underrepresented in online courses, women were significantly overrepresented, and students with non-traditional student risk factors (delayed enrollment, no high school diploma, part-time enrollment, financially independent, have dependents, single-parent status, and working full-time) were significantly more likely to enroll online. However, although ethnicity, gender, and non-traditional factors were all important predictors for both 2- and 4-year STEM majors, at community colleges, ethnicity and gender were more important predictors of online enrollment than non-traditional characteristics, which is the opposite pattern observed at 4-year colleges.

Which STEM majors enroll in online courses, and why should we care? The impact of ethnicity, gender, and non-traditional student characteristics

“…G.P.A., for example, has been cited in some studies as being higher for students who take courses online (e.g. Xu & Jaggars, 2011), and the same as face-to-face in others (Wladis et al, 2015). The pattern observed in this study may explain why: while higher college G.P.A.…”

“…Numerous profiles of online learners (not specific to STEM), have found they are more likely to be female (Dutton, Dutton, & Perry, 2002;Guri-Rosenblit, 1999;Halsne & Gatta, 2002;Jaggars & Xu, 2010;Moore & Kearsley, 2005;Qureshi, Morton, & Antosz, 2002;Shea & Bidjerano, 2014;Xu & Jaggars, 2011), and our prior research found that female community college students enroll in significantly disproportionately more online STEM courses than males when compared to face-to-face STEM enrollments (Wladis et al, 2015). Given that females are underrepresented in STEM and yet may be more drawn to online learning, online courses might provide an important point of entry for female students in STEM disciplines.…”

“…However, research on small samples has suggested that minority groups may not be enrolling in online courses at the same rate as White students (Angiello, 2002;Halsne & Gatta, 2002;Kaupp, 2012) and in particular, minorities may not be enrolling in STEM (Science, Technology, Engineering, Mathematics) online courses Wladis, Hachey & Conway, 2015). While Black, Hispanic, and American Indian/Alaska Native students are all less underrepresented in graduate STEM programs (see e.g.…”

“…Anderson & Kim, 2006;National Science Board, 2008), they also seem to be less likely to enroll in online courses (see e.g. Angiello, 2002;Wladis et al, 2015), suggesting that the Today, demand for educated STEM workers in the U.S. is being filled from abroad. More than 15% of scientists and engineers in the U.S. are immigrants, often adults, who earned their degrees abroad (National Science Foundation, 2005).…”

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

“…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.…”