ERIC Number: EJ897206
Record Type: Journal
Publication Date: 2010-Sep
Abstractor: As Provided
What Do We Know about Explanations for Drop out/Opt out among Young People from STM Higher Education Programmes?
Ulriksen, Lars; Madsen, Lene Moller; Holmegaard, Henriette T.
Studies in Science Education, v46 n2 p209-244 Sep 2010
In this paper we provide an overview of the literature on understandings of drop out/opt out from science, technology and mathematics (STM) higher education programmes. After outlining the literature on students leaving higher education programmes in general, we then explore the research on drop out/opt out from STM programmes in particular, with an emphasis on research since 2000. We show that most of the research focuses on overcoming deficits in students' prior knowledge, but that a more specific focus on identities as an analytical framework for understanding young people leaving STM higher education programmes is also emerging. We show that it is important to shift from considering drop out as an individual problem for the student to regard it as a feature of the relationship between students and their study programmes. In the same way, measures to increase retention rates must shift from focusing on individual student adaptation to studies addressing institutional change. However, this change is difficult since it is entwined with fundamental conceptions of science and teaching. (Contains 1 note.)
Descriptors: Higher Education, Prior Learning, Young Adults, Organizational Change, College Students, Dropouts, Science Education, Mathematics Education, Engineering Education, Technology Education, Student College Relationship, Academic Persistence, School Holding Power
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States