STEM Degree Completion and First-Generation College Students: A Cumulative Disadvantage Approach to the Outcomes Gap

Autor/inn/en	Bettencourt, Genia; Manly, Catherine A.; Kimball, Ezekiel; Wells, Ryan S.
Titel	STEM Degree Completion and First-Generation College Students: A Cumulative Disadvantage Approach to the Outcomes Gap
Quelle	In: Review of Higher Education, 43 (2020) 3, S.753-779 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	STEM Education; Educational Attainment; First Generation College Students; Academic Persistence; Longitudinal Studies; Dropouts; Educationally Disadvantaged; Student Characteristics; Two Year College Students; Undergraduate Students; Parent Background; Mathematics Achievement; Self Efficacy; High School Students; Grade 10; Predictor Variables; Academic Degrees; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? STEM; Bildungsabschluss; Bildungsgut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Elternhaus; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	STEM majors offer pathways to lucrative careers but are often inaccessible to first-generation students. Using data from the Education Longitudinal Study, we conducted descriptive statistics, regression analyses, and group comparisons to examine differences between first-generation students and continuing-generation students across STEM degree, non-STEM degree, dropout, and no degree completion. Findings illuminate that generation status is related to STEM completion, but other factors are driving this association; for example, pre-college STEM factors have significant predictive power. Our implications suggest a need to further examine pre-college and transfer pathways to STEM and to explore the limitations of first-generation status as a categorization. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01