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ERIC Number: EJ1198867
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Factors Influencing Undergraduate Student Retention in STEM Majors: Career Development, Math Ability, and Demographics
Belser, Christopher T.; Shillingford, M. Ann; Daire, Andrew P.; Prescod, Diandra J.; Dagley, Melissa A.
Professional Counselor, v8 n3 p262-276 2018
The United States is facing a crisis with respect to filling job vacancies within science, technology, engineering, and math (STEM) industries and with students completing STEM undergraduate degrees. In addition, disparities exist for females and ethnic minorities within STEM fields. Whereas prior research has centered on disparities in STEM fields, retention rates, and some intervention programs, researchers have not given much attention to the role of career development initiatives within STEM recruitment and retention programming. The purpose of the present study was to incorporate demographic variables, math performance, and career development-related factors into predictive models of STEM retention with a sample of undergraduate students within a STEM recruitment and retention program. The resulting two models accurately predicted first-year to second-year retention with 73.4% of the cases and accurately predicted first-year to third-year retention with 70.0% of the cases. Based on the results, the researchers provide a rationale for STEM career programming in K-12 and higher education settings and for the inclusion of career development and career counseling in STEM education programming.
Descriptors: STEM Education, Majors (Students), Academic Persistence, Career Development, Mathematics Skills, Demography, Undergraduate Students, Elementary Secondary Education, Career Counseling, College Entrance Examinations, Racial Differences, Ethnicity, Gender Differences, Scores, Course Selection (Students)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A
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