When Expectation Isn't Reality: Racial Disparities in Overestimation and STEM Attrition among First-Year Students in College

Autor/inn/en	Park, Elizabeth S.; McPartlan, Peter; Solanki, Sabrina; Xu, Di
Titel	When Expectation Isn't Reality: Racial Disparities in Overestimation and STEM Attrition among First-Year Students in College
Quelle	In: Journal of Higher Education, 94 (2023) 4, S.526-556 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Elizabeth S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2022.2146570
Schlagwörter	College Freshmen; Expectation; Racial Differences; STEM Education; Student Attrition; Minority Group Students; College Preparation; Disproportionate Representation; Academic Achievement; Introductory Courses; Student Interests; Performance; California + Suchen Sie Ihr Suchwort? Studienanfänger; Expectancy; Erwartung; Rassenunterschied; STEM; Schülerbeurlaubung; Schulleistung; Einführungskurs; Studieninteresse; Achievement; Leistung; Kalifornien
Abstract	Existing research indicates that underrepresented-in-STEM racially minoritized students with similar academic preparation are less likely than their counterparts to persist in STEM, raising the question of factors that may contribute to racial disparities in STEM participation beyond academic preparation. We extend the current literature by first examining race-based differences in what students expect to receive and their actual grades in introductory STEM college courses, a phenomenon termed as overestimation. Then, we assess whether overestimation differentially influences STEM interest and persistence in college. Findings indicate that first-year STEM students tend to overestimate their performance in general, and the extent of overestimation is more pronounced among racially minoritized students. Subsequent analyses indicate that students who overestimate are more likely to switch out of STEM, net of academic preparation. Results from regression models suggest that race-based differences in overestimation can be explained by pre-college academic and contextual factors, most notably the high school a student attended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01