Predicting High School Students' Interest in Majoring in a STEM Field: Insight into High School Students' Postsecondary Plans

Autor/inn/en	Lichtenberger, Eric; George-Jackson, Casey
Titel	Predicting High School Students' Interest in Majoring in a STEM Field: Insight into High School Students' Postsecondary Plans
Quelle	In: Journal of Career and Technical Education, 28 (2013) 1, S.19-38 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-4952
Schlagwörter	High School Students; Student Interests; Majors (Students); STEM Education; Academic Aspiration; College Bound Students; Predictor Variables; Regression (Statistics); Family Influence; Environmental Influences; Mathematics Achievement; Science Achievement; Standardized Tests; Gender Differences; Racial Differences; Socioeconomic Influences; Teacher Qualifications; Teaching Experience; Teacher Influence; Student Surveys; Statistical Analysis; Context Effect; Institutional Characteristics; ACT Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studieninteresse; STEM; Prädiktor; Regression; Regressionsanalyse; Environmental influence; Umwelteinfluss; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Geschlechterkonflikt; Rassenunterschied; Sozioökonomischer Faktor; Lehrqualifikation; Schülerbefragung; Statistische Analyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study examined how various individual, family, and school level contextual factors impact the likelihood of planning to major in one of the science, technology, engineering, or mathematics (STEM) fields for high school students. A binary logistic regression model was developed to determine the extent to which each of the covariates helped to predict such academic interest. High school course taking in science and performance on science and math standardized tests were significantly and positively related to an increased interest in STEM. College aspirations were significant, and those with loftier educational goals were generally more likely to plan to major in a STEM field. Other individual-level factors also played a significant role, as male high school students were significantly more likely to have an early interest in STEM relative to their female peers, as were African American high school students compared with White students. Low-income students were significantly more likely to be interested in STEM majors than higher income students, respectively. In terms of school-level context, while teacher academic qualifications had a negative but significant relationship with an early interest in STEM, teacher experience had a small but significant positive relationship. (As Provided).
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Update	2017/4/10