Science and engineering degree attainment of aspiring-scientists in the United States

References

• Adamuti-Trache, M., & Andres, L. (2008). Embarking on and persisting in scientific fields of study: Social class, gender, and curriculum along the science pipeline. International Journal of Science Education, 30(12), 1557–1584. https://doi.org/10.1080/09500690701324208
   Web of Science ®Google Scholar
• Adamuti-Trache, M., Zhang, Y., & Hagedorn, L. (2021). Exploring students’ endorsement enrollments in Texas public high schools. Texas Education Review, 9(1), 23–48. https://doi.org/10.26153/tsw/11420
   Google Scholar
• Alfred, M. V., Ray, S. M., & Johnson, M. A. (2019). Advancing women of color in STEM: An imperative for U.S. global competitiveness. Advances in Developing Human Resources, 21(1), 114–132. https://doi.org/10.1177/1523422318814551
   Web of Science ®Google Scholar
• Allen-Ramdial, S. A., & Campbell, A. G. (2014). Reimagining the pipeline: Advancing STEM diversity, persistence, and success. BioScience, 64(7), 612–618. https://doi.org/10.1093/biosci/biu076
   PubMed Web of Science ®Google Scholar
• Altonji, J., Blom, E., & Meghir, C. (2012). Heterogeneity in human capital investments: High school curriculum, college major, and careers. Annual Review of Economics, 4(1), 185–223. https://doi.org/10.1146/annurev-economics-080511-110908
   Web of Science ®Google Scholar
• Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). ‘Science capital’: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52(7), 922–948. https://doi.org/10.1002/tea.21227
   Web of Science ®Google Scholar
• Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908. https://doi.org/10.3102/0002831211433290
   Web of Science ®Google Scholar
• Ashby, J. S., & Schoon, I. (2010). Career success: The role of teenage career aspirations, ambition value and gender in predicting adult social status and earnings. Journal of Vocational Behavior, 77(3), 350–360. https://doi.org/10.1016/j.jvb.2010.06.006
   Web of Science ®Google Scholar
• Blackburn, H. (2017). The status of women in STEM in higher education: A review of the literature 2007–2017. Science & Technology Libraries, 36(3), 235–273. https://doi.org/10.1080/0194262X.2017.1371658
   Google Scholar
• Blume, G. H., & Zumeta, W. M. (2014). The state of state college readiness policies. American Behavioral Scientist, 58(8), 1071–1092. https://doi.org/10.1177/0002764213515235
   Web of Science ®Google Scholar
• Bottia, M. C., Stearns, E., Mickelson, R. A., Moller, S., & Parker, A. D. (2015). The relationships among high school STEM learning experiences and students’ intent to declare and declaration of STEM major in college. Teacher College Record, 117(3), 1–46. https://doi.org/10.1080/09500693.2017.1341067
   Web of Science ®Google Scholar
• Camilli, G., & Hira, R. (2019). Introduction to special issue – STEM workforce: STEM education and the post-scientific society. Journal of Science Education and Technology, 28(1), 1–8. https://doi.org/10.1007/s10956-018-9759-8
   Web of Science ®Google Scholar
• Chen, X. (2013). STEM attrition: College students’ paths into and out of STEM fields (NCES 2014-001). National Center for Education Statistics.
   Google Scholar
• Davenport, C., Dele-Ajayi, O., Emembolu, I., Morton, R., Padwick, A., Portas, A., Sanderson, J., Stonehouse, J., Strachan, R., Wake, L., Wells, G., Woodward, J., (2021). A theory of change for improving children’s perceptions, aspirations and uptake of STEM careers. Research in Science Education, 51(4), 997–1011. https://doi.org/10.1007/s11165-019-09909-6
   Web of Science ®Google Scholar
• Davies, S. (2005). A revolution of expectations? Three key trends in the SAEP data. In R. Sweet & P. Anisef (Eds.), Preparing for post-secondary education: New roles for governments and families (pp. 149–165). McGill-Queens University Press.
   Google Scholar
• Domina, T., Conley, A.-M., & Farkas, G. (2011). The link between educational expectations and effort in the college-for-all era. Sociology of Education, 84(2), 93–112. https://doi.org/10.1177/1941406411401808
   Web of Science ®Google Scholar
• Du, X., & Wong, B. (2019). Science career aspiration and science capital in China and U.K.: A comparative study using PISA data. International Journal of Science Education, 41(15), 2136–2155. https://doi.org/10.1080/09500693.2019.1662135
   Web of Science ®Google Scholar
• Education Longitudinal Study of 2002. (n.d.). https://nces.ed.gov/surveys/els2002/
   Google Scholar
• Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209–241. https://doi.org/10.17763/haer.81.2.92315ww157656k3u
   Web of Science ®Google Scholar
• Finnie, R., Mueller, R. E., Sweetman, A., Usher, A., et al. (2008). Who goes? Who stays? What matters? Accessing and persisting in postsecondary education in Canada. McGill-Queens University Press.
   Google Scholar
• Freeman, B., Marginson, S., & Tytler, R. (2019). An international view of STEM education. In A. Sahin and M. Mohr-Schroeder (Eds), STEM education 2.0: Myths and truths – what has K-12 STEM education research taught us? (pp.350–363). Brill Press. https://doi.org/10.1163/9789004405400_019
   Google Scholar
• Giannakos, M. N., Pappas, I. O., Jaccheri, L., & Sampson, D. G. (2016). Understanding student retention in computer science education: The role of environment, gains, barriers and usefulness. Education and Information Technologies, 22(5), 2365–2382. https://doi.org/10.1007/s10639-016-9538-1
   Web of Science ®Google Scholar
• Green, A., & Sanderson, D. (2018). The roots of STEM achievement: An analysis of persistence and attainment in STEM majors. The American Economist, 63(1), 79–93. https://doi.org/10.1177/0569434517721770
   Google Scholar
• Hart, C. S. (2016). How do aspirations matter? Journal of Human Development and Capabilities, 17(3), 324-341. https://doi.org/10.1080/19452829.2016.1199540
   Web of Science ®Google Scholar
• Hill, C. T. (2019). STEM is not enough: Education for success in the post-scientific society. Journal of Science Education and Technology, 28(1), 69–73. https://doi.org/10.1007/s10956-018-9745-1
   Web of Science ®Google Scholar
• Hurtado, S., Han, J., Sáenz, V., Espinosa, L., Cabrera, N., & Cerna, O. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college. Research in Higher Education, 48(7), 841–887. https://doi.org/10.1007/s11162-007-9051-x
   Web of Science ®Google Scholar
• Jorstad, J., Starobin, S. S., Chen, Y., & Kollasch, A. (2017). STEM aspiration: The influence of social capital and chilly climate on female community college students. Community College Journal of Research and Practice, 41(4–5), 253–266. https://doi.org/10.1080/10668926.2016.1251358
   Web of Science ®Google Scholar
• Kelly, A. M., & Sheppard, K. (2009). Secondary school physics availability in an urban setting: Issues related to academic achievement and course offerings. American Journal of Physics, 77(10), 902–906. https://doi.org/10.1119/1.3191690
   Web of Science ®Google Scholar
• Khattab, N. (2015). Students’ aspirations, expectations and school achievement: What really matters? British Educational Research Journal, 41(5), 731–748. https://doi.org/10.1002/berj.3171
   Web of Science ®Google Scholar
• Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79(5), 540–563. https://doi.org/10.1080/00221546.2008.11772116
   Web of Science ®Google Scholar
• Kuh, G. D., Hu, S., & Vesper, N. (2000). ‘They shall be known by what they do’: An activities-based typology of college students. Journal of College Student Development, 41(2), 228–244.
   Web of Science ®Google Scholar
• Lent, R. W. (2013). Social cognitive career theory. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 115–146). John Wiley & Sons.
   Google Scholar
• Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122. https://doi.org/10.1006/jvbe.1994.1027
   Web of Science ®Google Scholar
• Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36–49. https://doi.org/10.1037/0022-0167.47.1.36
   Web of Science ®Google Scholar
• Lent, R. W., Lopez, A. M., Lopez, F. G., & Sheu, H. B. (2008). Social cognitive career theory and the prediction of interests and choice goals in the computing disciplines. Journal of Vocational Behavior, 73(1), 52–62. https://doi.org/10.1016/j.jvb.2008.01.002
   Web of Science ®Google Scholar
• Liu, V. Y. T., & Fay, M. P. (2020). Does taking a few courses at a community college improve the baccalaureate, STEM, and labor market outcomes of four-year college students? (Working paper). Community College Research Center, Columbia University.
   Google Scholar
• Long, M. C., Conger, D., & Iatarola, P. (2012). Effects of high school course-taking on secondary and postsecondary success. American Educational Research Journal, 49(2), 285–322. https://doi.org/10.3102/0002831211431952
   Web of Science ®Google Scholar
• Maltese, A., & Tai, V., & H, R. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441
   Web of Science ®Google Scholar
• Mau, W.-C. (2003). Factors that influence persistence in science and engineering career aspirations. The Career Development Quarterly, 51(3), 234–243. https://doi.org/10.1002/j.2161-0045.2003.tb00604.x
   Web of Science ®Google Scholar
• Mau, W.-C., & Li, J. (2017). Factors influencing STEM career aspirations of underrepresented high school students. The Career Development Quarterly, 66(3), 246–258. https://doi.org/10.1002/cdq.12146
   Web of Science ®Google Scholar
• Mau, W.-C. J. (2016). Characteristics of U.S. students that pursued a STEM major and factors that predicted their persistence in degree completion. Universal Journal of Educational Research, 4(6), 1495–1500. https://doi.org/10.13189/ujer.2016.040630
   Google Scholar
• Motte, J., Archer, L., DeWitt, J., & MacLeod, E. (2020). Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18. Journal of Research and Science Teaching, 57(8), 1228–1249. https://doi.org/10.1002/tea.21628
   Web of Science ®Google Scholar
• National Academy of Sciences. (2010). Rising above the gathering storm, revisited. The National Academies Press.
   Google Scholar
• National Science Board. (2018). Science and engineering indicators 2018 (NSB-2018-1). National Science Foundation. https://www.nsf.gov/statistics/indicators/
   Google Scholar
• National Science Board. (2020). The state of U. S. science and engineering (NSB-2020-1). National Science Foundation. https://www.nsf.gov/statistics/indicators/
   Google Scholar
• National Science Board. (2022). Higher education in science and engineering. https://ncses.nsf.gov/pubs/nsb20223/assets/nsb20223.pdf
   Google Scholar
• Next Generation Science Standards. (n.d.). https://www.nextgenscience.org/
   Google Scholar
• Niu, F. (2017). Family socio-economic status and choice of STEM major in college: An analysis of a national sample. College Student Journal, 51(2), 298–312.
   Google Scholar
• Reiss, M. J., & Mujtaba, T. (2017). Should we embed careers education in STEM lessons? The Curriculum Journal, 28(1), 137–150. https://doi.org/10.1080/09585176.2016.1261718
   Web of Science ®Google Scholar
• Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411–427. https://doi.org/10.1002/sce.21007
   Web of Science ®Google Scholar
• Sargent, J. F. (2017). The U.S. science and engineering workforce: Recent, current, and projected employment, wages, and unemployment. Congressional Research Service.
   Google Scholar
• Saw, G., Chang, C.-N., & Chan, H.-Y. (2018). Cross-sectional and longitudinal disparities in STEM career aspirations at the intersection of gender, race/ethnicity, and socio-economic status. Educational Researcher, 47(8), 525–532. https://doi.org/10.3102/0013189X18787818
   Web of Science ®Google Scholar
• Schiepe-Tiska, A., Heinle, A., Dumig, P., Reinhold, F., & Reiss, K. (2021). Achieving multidimensional educational goals through standard-oriented teaching: An application to STEM education. Frontiers in Education, 6(592165), 1–6. https://doi.org/10.3389/feduc.2021.592165
   Google Scholar
• Shackley, M. J. (2020). Economy and STEM education policy: Towards a bidirectional STEM pipeline. Journal of Critical Thought and Praxis, 10(1), 1–14. https://doi.org/10.31274/jctp.11565
   Google Scholar
• Šimunović, M., & Babarović, T. (2020). The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: A review and directions for future research. Social Psychology of Education, 23(3), 701–719. https://doi.org/10.1007/s11218-020-09555-1
   Web of Science ®Google Scholar
• The, U S Department of Education (2010). A Blueprint for reform: The reauthorization of the elementary and secondary education act. https://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf
   Google Scholar
• Thisgaard, M., & Makransky, G. (2017). Virtual learning simulations in high school: Effects on cognitive and non-cognitive outcomes and implications on the development of STEM academic and career choices. Frontiers in Psychology, 8(805), 1–13. https://doi.org/10.3389/fpsyg.2017.00805
   PubMedGoogle Scholar
• Tsui, L. (2007). Effective strategies to increase diversity in STEM fields: A review of the research literature. Journal of Negro Education, 76(4), 555–581. http://www.jstor.com/stable/40037228
   Google Scholar
• Turner, S. L., Joeng, J. R., Sims, M. D., Dade, S. N., & Froman Reid, M. (2019). SES, gender, and STEM career interests, goals, and actions: A test of SCCT. Journal of Career Assessment, 27(1), 134–150. https://doi.org/10.1177/1069072717748665
   Web of Science ®Google Scholar
• Wang, X. (2012). Modeling student choice of STEM fields of study (WISCAPE Working paper). University of Wisconsin- Madison.
   Google Scholar
• Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081–1121. https://doi.org/10.3102/0002831213488622
   Web of Science ®Google Scholar
• Wang, X. (2016). Course-taking patterns of community college students beginning in STEM: Using data mining techniques to reveal viable STEM transfer pathways. Research in Higher Education, 57(5), 544–569. https://doi.org/10.1007/s11162-015-9397-4
   Web of Science ®Google Scholar
• Willems, J., Coertjens, L., Tambuyzer, B., & Donche, V. (2019). Identifying science students at risk in the first year of higher education: The incremental value of non-cognitive variables in predicting early academic achievement. European Journal of Psychology of Education, 34(4), 847–872. https://doi.org/10.1007/s10212-018-0399-4
   Web of Science ®Google Scholar
• Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual Review of Sociology, 41(1), 331–357. https://doi.org/10.1146/annurev-soc-071312-145659
   PubMed Web of Science ®Google Scholar
• Xu, Y. J. (2016). Attention to retention: Exploring and addressing the needs of college students in STEM majors. Journal of Education and Training Studies, 4(2), 67–76. https://doi.org/10.11114/JETS.V4I2.1147
   Google Scholar
• Zarifa, D., Kim, J., Seward, B., & Walters, D. (2018). What’s taking you so long? Examining the effects of social class on completing a bachelor’s degree in four years. Sociology of Education, 91(4), 290–322. https://doi.org/10.1177/0038040718802258
   Web of Science ®Google Scholar
• Zhang, Y., Adamuti-Trache, M., & Connolly, J. (2019). From a community college attendant to a baccalaureate recipient in STEM fields of study: A planned behavior model for transfer students. Journal of Higher Education, 90(3), 373–401. https://doi.org/10.1080/00221546.2018.1536935
   Web of Science ®Google Scholar