Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields

Catherine Riegle‐Crumb · Barbara King · Yasmiyn Irizarry

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Higher Education Research Studies Career Development and Diversity Critical Race Theory in Education

Abstract

Informed by the theoretical lens of opportunity hoarding, this study considers whether STEM postsecondary fields stand apart via the disproportionate exclusion of Black and Latina/o youth. Utilizing national data from the Beginning Postsecondary Study (BPS), the authors investigate whether Black and Latina/o youth who begin college as STEM majors are more likely to depart than their White peers, either by switching fields or by leaving college without a degree, and whether patterns of departure in STEM fields differ from those in non-STEM fields. Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields.

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References

2014Digest of Education Statistics 1997Talking about Leaving: Why Undergraduates Leave the Sciences 2010The Imperative of Integration 2003Racial and Ethnic Stratification in Educational Achievement and Attainment 1997The Evolution of Deficit Thinking: Educational Thought and Practice 2003Ability sorting and the returns to college major 2010Persistence of women and minorities in STEM field majors: Is it the school that matters?2014What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

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