Publication de 6 numéros par an
ISSN Imprimer: 1072-8325
ISSN En ligne: 1940-431X
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MAKING THE CONNECTION: TIMING OF TAKING ALGEBRA AND FUTURE COLLEGE STEM PARTICIPATION
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RÉSUMÉ
This study examined the connection between the timing of taking algebra in secondary schools and college STEM participation. Data for the study came from the National Education Longitudinal Study of 1988, which spans from 1988 to 2000. Logistic and multinomial regression analyses were conducted where the outcome measures represented propensity of course enrollment and degree majors in STEM. Results suggested that while the timing of taking algebra has implications for mathematics and science course enrollment during the first two years of college, its long-term impact on degree attainment is complex. Depending on the subject matter, subtle patterns of relationships were observed among gender, ethnicity, the timing of taking algebra, and propensity in college course taking and degree attainment. Implications of these findings are discussed.
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Bottia Martha Cecilia, Stearns Elizabeth, Mickelson Roslyn Arlin, Moller Stephanie, Parler Ashley Dawn, The Relationships among High School STEM Learning Experiences and Students’ Intent to Declare and Declaration of a STEM Major in College, Teachers College Record: The Voice of Scholarship in Education, 117, 3, 2015. Crossref
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Morales-Chicas Jessica, Graham Sandra, Do I belong in my math class? The importance of perceived racial/ethnic context and math course sequence, Contemporary Educational Psychology, 67, 2021. Crossref
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Bottia Martha Cecilia, Jamil Cayce, Stearns Elizabeth, Mickelson Roslyn Arlin, Socioeconomic Differences in North Carolina College Students’ Pathways Into STEM, Teachers College Record: The Voice of Scholarship in Education, 124, 1, 2022. Crossref
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Graham Sandra, Kogachi Kara, Morales-Chicas Jessica, Do I Fit In: Race/Ethnicity and Feelings of Belonging in School, Educational Psychology Review, 34, 4, 2022. Crossref