A Quantitative Longitudinal Study Using Astin's I-E-O Model to Predict College STEM versus Non-STEM Major Choice among Women

Autor/in	Berchiolli, Patricia
Titel	A Quantitative Longitudinal Study Using Astin's I-E-O Model to Predict College STEM versus Non-STEM Major Choice among Women
Quelle	(2019), (123 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Florida Atlantic University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-7337-1
Schlagwörter	Hochschulschrift; Dissertation; Majors (Students); Gender Differences; STEM Education; College Freshmen; College Seniors; Decision Making; Females; Student Characteristics; Background; Student Experience; Predictor Variables; Student Satisfaction; Courses; College Science; College Mathematics; Grade Point Average; High School Students; Scores; Problem Solving; Mathematics Skills; Student Research; College Entrance Examinations; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Geschlechterkonflikt; STEM; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Decision-making; Entscheidungsfindung; Weibliches Geschlecht; Hintergrundinformation; Studienerfahrung; Prädiktor; Kursangebot; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Studentenforschung; Aufnahmeprüfung
Abstract	This quantitative longitudinal study sought to highlight the difference between the proportion of men and women who planned to pursue a STEM major in the fields of mathematics, natural sciences, engineering, and computer and information sciences as freshmen, as well as to determine the proportion of men and women who changed their major choice by their senior year. In addition, the researcher sought to identify women students" unique background characteristics and college experiences that have taken place over the course of their undergraduate college career that may have predicted their declared major choice (STEM versus non-STEM) as seniors. A review of the literature, along with Astin"s Involvement Theory, encouraged the hypothesis that college experiences influence women"s college major choice: STEM versus non-STEM. Secondary data obtained from the Cooperative Institutional Research Program at the higher Education Research Institute was used. The sample was delimitated to include only full-time undergraduate students who were graduating in 2012 or 2013. Five research questions were addressed in this study. Astin"s (1993) Input-Environment-Outcome Model was used as a conceptual framework. Descriptive (frequencies and percentages) and inferential (chi-square test and discriminant analysis) statistics were used to analyze the data. The results found a statistically significant difference between the proportion of men and women who planned to pursue a STEM major as freshmen as well as the proportion of men and women who changed their major choice from STEM to non-STEM. Discriminant analysis was used to predict group membership of STEM versus non-STEM major choice among women. It was found that many variables had an impact on predicting STEM group membership among women: satisfaction with college math and science courses, high school GPA, SAT score, high self-ratings of problem-solving skills and mathematical ability, and participating in undergraduate research. There were also variables that had a greater ability of predicting non-STEM group membership. The findings from this study will hopefully inform policy and practice. Implications for policy, practice, and future research are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2024/1/01