Science, Technology, Engineering, and Mathematics (STEM) Pathways: High School Science and Math Coursework and Postsecondary Degree Attainment

Abstract

This article examines how high school science and mathematics course-taking creates pathways toward future baccalaureate degree attainment in science, technology, engineering, and mathematics (STEM) majors in Florida 4-year universities using Burkam and Lee's (2003) course-taking categories developed using national student datasets. This study finds that even though women, overall, complete high-level courses, they do not complete the highest level science and mathematics courses. Even women who did complete high-level science and mathematics are less likely than men to obtain STEM degrees. Black and Hispanic students complete lower level high school courses, but Black and Hispanic students who did take high-level courses are as likely as White students to pursue STEM degrees. Findings suggest that gender disparities in STEM occur because women are less likely to pursue STEM, but racial disparities occur because fewer Black and Hispanic students are prepared for STEM in high school.

Notes

¹It is worth noting that although there is some debate as to the validity of SAT scores for predicting college outcomes, SAT performance remains a deciding factor in determining who is admitted to many colleges and universities.

²Mathematics achievement and proficiency were measured using the National Educational Longitudinal Survey (NELS) mathematics test.

³Using the High School Effectiveness Supplement (HSES) of NELS:88 student transcript data for student course credits for courses taken in mathematics during high school and using the highest level mathematics course completed by a student with a passing grade during high school, the following categories were derived: No Mathematics; Nonacademic; Low Academic; Middle Academic I; Middle Academic II; Advanced Academic I; Advanced Academic II (Pre-Calculus); Advanced Academic III (Calculus).

⁴These data also include courses taken at over 30 local community colleges and universities. Only 4,421 (4.7%) students took science and mathematics courses at a community college or university. It is unclear how many of these courses were taken for high school credit and how many were taken while a student was dual enrolled in high school and college. FLDOE does not report course-taking for 2,930 graduates. It is unclear if these students did not take any science or mathematics courses or if overall courses were not reported.

⁵The Florida SUS is made up of 11 institutions. The University of Florida, Florida State University, Florida Agricultural & Mechanical University, University of South Florida, Florida Atlantic University, University of West Florida, University of Central Florida, Florida International University, and University of North Florida granted degrees during the 1996–1997 school year. Florida Gulf Coast University and New College of Florida began granting degrees in 1997–1998 and 2001–2002, respectively.

⁶The dataset includes letter grades without plus/minus distinctions (A, B, C, D, F). Additional designations include unsatisfactory and incomplete. Courses with a P for passing were included. Concurrent research suggests receiving a D in a course does not yield a significant advantage over not taking the course at all.

***p < .001.

***p < .001.

*p < .05

**p < .01.

***p < .001.

^aDependant variable is Chemistry I only courses and above.

^bDependant variable is Physics I courses and above.

^cDependant variable is Advanced I courses and above.

^dDependant variable is Advanced III courses and above.

*p < .05.

**p < .01.

***p < .001.

^aSubsample includes all 1996–1997 baccalaureate degree recipients.

^bSubsample includes all students at Physics I courses and above.

^cSubsample includes all students at Advanced III courses and above.