ERIC Number: EJ1055196
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: 93
The Online STEM Classroom--Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-Traditional Student Characteristics in the Community College Context
Wladis, Claire; Conway, Katherine M.; Hachey, Alyse C.
Community College Review, v43 n2 p142-164 Apr 2015
Objective: This study analyzes how ethnicity, gender, and non-traditional student characteristics relate to differential online versus face-to-face outcomes in science, technology, engineering, and mathematics (STEM) courses at community colleges. Method: This study used a sample of 3,600 students in online and face-to-face courses matched by course, instructor, and semester from a large urban community college in the Northeast. Outcomes were measured using rates of successful course completion (with a "C-" or higher). Multilevel logistic regression and propensity score matching were utilized to control for unobserved heterogeneity between courses and for differences in student characteristics. Results: With respect to successful course completion, older students did significantly better online, and women did significantly worse (although no worse than men) online, than would be expected based on their outcomes in comparable face-to-face courses. There was no significant interaction between the online medium and ethnicity, suggesting that though Black and Hispanic students may do worse on average in STEM courses than their White and Asian peers both online and face-to-face, this gap was not increased by the online environment.
Descriptors: STEM Education, Online Courses, Racial Differences, Ethnic Groups, Gender Differences, Nontraditional Students, Community Colleges, Two Year College Students, Student Characteristics, Conventional Instruction, Urban Schools, Regression (Statistics), Comparative Analysis, Courses, Academic Achievement, Age Differences, Interaction, College Faculty, Student Records, Models, Grade Point Average
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL-0941014