Academic Success for STEM and Non-STEM Majors.

Donald F. Whalen · Mack Shelley

143 citations0/0 files storedJournal of STEM Education Innovations and Research

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Higher Education Research Studies Career Development and Diversity Educational Outcomes and Influences

Abstract

Enrollment in STEM majors has improved recently, but there continues to be concern over retention in those majors, especially of women and minority students. The purpose of this study is to develop an integrated understanding of how multiple predictor variables affect student degree attainment and to ascertain how the variables impact is regulated by whether students are in STEM or non-STEM majors. Six-year cohort retention/graduation outcomes are predicted for all students in STEM and non-STEM majors, and are adjusted separately for whether students remain in, or shift into or away from, STEM majors. Long-term retention/graduation is predicted significantly by cumulative grade point average, financial need, aid (work-study, loan, and gift), gender, ethnicity, years living on campus, high school rank (HSR), ACT composite, out-of-state residence, and STEM status. For students starting out in non-STEM majors, six-year graduation/retention also is predicted significantly by learning community participation and whether the student switches to a STEM major.

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References

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2015STEM attrition among high-performing college students: Scope and potential causes 2022Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data 2017The Roots of STEM Achievement: An Analysis of Persistence and Attainment in STEM Majors 2011Are Math Readiness and Personality Predictive of First-Year Retention in Engineering?

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