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Autor/inn/en | Voorhees, Nicholas; Ortagus, Justin C.; Marti, Erica |
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Titel | Give It a Swirl? An Examination of the Influence of 4-Year Students Taking Entry-Level Math Courses at the Local Community College |
Quelle | In: Research in Higher Education, 64 (2023) 1, S.147-173 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0361-0365 |
DOI | 10.1007/s11162-022-09694-8 |
Schlagwörter | Undergraduate Students; STEM Education; Student Attrition; Dual Enrollment; Community Colleges; Mathematics Education; Mathematics Achievement; Outcomes of Education; Academic Persistence; Course Selection (Students); Low Income Students; Minority Group Students |
Abstract | Roughly half of 4-year students who begin as STEM majors either change to non-STEM majors or drop out of college altogether. STEM attrition is especially disconcerting for underserved students, such as people of color or individuals from low-income families, who are significantly less likely to persist in or graduate from a STEM degree program when compared to their White or higher-income peers. Previous researchers have reported that co-enrolling at more than one institution (or swirling between institutions) can be associated with higher rates of persistence and graduation. In this study, we leverage student-level transcript data from a high enrollment, broad-access university to examine the influence of math swirling on underserved students' academic outcomes within high-demand STEM degree programs. We find that math swirling is positively related to persistence to upper-division math courses and bachelor's degree completion in non-STEM degree programs, but math swirling has no influence on students' likelihood of bachelor's degree completion in high-demand STEM fields. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |