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Autor/inn/en | Kang, Chungseo; Jo, Hyunmyung; Han, Seong Won; Weis, Lois |
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Titel | Complexifying Asian American Student Pathways to STEM Majors: Differences by Ethnic Subgroups and College Selectivity |
Quelle | In: Journal of Diversity in Higher Education, 16 (2023) 2, S.215-225 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Jo, Hyunmyung) ORCID (Han, Seong Won) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1938-8926 |
DOI | 10.1037/dhe0000326 |
Schlagwörter | Asian American Students; STEM Education; Majors (Students); Longitudinal Studies; College Choice; Stereotypes; High School Students; Mathematics Achievement; Student Characteristics; Ethnicity; Institutional Characteristics; High School Longitudinal Study of 2009 (NCES) Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; STEM; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studienortwahl; Klischee; High school; High schools; Oberschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnizität |
Abstract | Despite growing diversity among Asian Americans, little attention has been given to the diverse experiences and outcomes of Asian American subgroups in science, technology, engineering, and mathematics (STEM) fields. Using a nationally representative data set, High School Longitudinal Study of 2009 (HSLS:09), this study examines Asian American students' various pathways of entrance into STEM majors by college selectivity. Results show different patterns of STEM major selection among Asian ethnic subgroups that are not uniformly applied to all types of college selectivity, thereby revealing the heterogeneity within Asian American populations and suggesting the peril of the monolithic stereotype of Asian American students in STEM fields. Analyses further disclose that disparities of STEM major selection among Asian ethnic subgroups can be partially but not fully explained by high school math achievement. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |