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ERIC Number: EJ1165570
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2053-535X
Predicting Academic Success for Students of Color within STEM Majors
Gipson, John
Journal for Multicultural Education, v10 n2 p124-134 2016
Purpose: The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach: To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings: Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value: This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A