Changing College Majors: Does It Happen More in STEM and Do Grades Matter?

Autor/in	King, Barbara
Titel	Changing College Majors: Does It Happen More in STEM and Do Grades Matter?
Quelle	In: Journal of College Science Teaching, 44 (2015) 3, S.44-51 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	STEM Education; Majors (Students); Career Choice; Academic Records; High School Graduates; College Students; Data Analysis; Grades (Scholastic); Academic Persistence; Intellectual Disciplines; Regression (Statistics); Effect Size; Predictor Variables; Comparative Analysis + Suchen Sie Ihr Suchwort? STEM; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Collegestudent; Auswertung; Notenspiegel; Geisteswissenschaften; Regression; Regressionsanalyse; Prädiktor
Abstract	This study examines the within-field persistence rates of physical science/engineering (PS/E) students compared with those of students in life science, business, social science, education, and humanities. The data are drawn from a nationally representative sample of college matriculates and include students' high school and college transcript information. PS/E students are the most academically prepared for college, as measured by high school mathematics and English performance, yet they earn lower within-field college grades than students earn in other fields. The results of logistic regression analyses show that the gap in college grades, net of background and preparation, partly explains why students in business, education, and humanities have higher persistence rates than students in PS/E. Moreover, the association between within-field college grades and persistence is strongest for PS/E students. Taken together, these results provide evidence that differences in grading across fields contribute to the relatively low persistence rates found among PS/E students. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01