Literaturnachweis - Detailanzeige
Autor/inn/en | Anderson, Drew M.; Broton, Katharine M.; Monaghan, David B. |
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Titel | Seeking STEM: The Causal Impact of Need-Based Grant Aid on Undergraduates' Field of Study |
Quelle | In: Journal of Higher Education, 94 (2023) 7, S.921-944 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Anderson, Drew M.) ORCID (Broton, Katharine M.) ORCID (Monaghan, David B.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-1546 |
DOI | 10.1080/00221546.2023.2209003 |
Schlagwörter | STEM Education; Financial Needs; Grants; Student Financial Aid; Undergraduate Students; Low Income Students |
Abstract | Increasing the number of science, technology, engineering, and mathematics (STEM) degrees is a national priority and one way to promote the socioeconomic mobility of students from low-income families. Prior research examining why students do not complete STEM majors often points to students' lack of academic preparation, preferences for non-STEM majors, or lack of information about the value of STEM. This paper uses a randomized experiment to investigate an alternative explanation, that some students lack the financial resources to succeed in demanding majors. In a control group of university students from low-income families, 18.6% of students had declared a STEM major by their third year of college. In a treatment group who were offered additional need-based grant aid upon entering college, 26.5% of students declared a STEM major. Among students who had graduated within six years after entering college, 12.2% of control group graduates had earned a STEM degree compared to 20.2% of treatment group students. Need-based grants thus appear to have the potential to increase the share of low-income students studying and earning degrees in STEM. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |