THE RETENTION OF FIRST-GENERATION COLLEGE STUDENTS IN STEM: AN EXTENSION OF TINTO’S LONGITUDINAL MODEL
1 online resource (185 pages) : PDF
University of North Carolina at Charlotte
In the current technologically advanced global economy, the role of human capital and education cannot be over-emphasized. Since almost all great inventions in the world have a scientific or technological foundation, having a skilled workforce is imperative for any nation’s economic growth. Currently, large segments of the United States’ population are underrepresented in the attainment of science, technology, engineering, and math (STEM) degrees, and in the STEM professions. Scholars, educators, policy-makers, and employers are concerned about the decline in student enrollment and graduation from STEM disciplines. This trend is especially problematic for first-generation college students. This study uses both quantitative and qualitative methods to assess the factors that predict the retention of first-generation college students in the STEM majors. It employs Tinto’s longitudinal model (1993) as a conceptual framework to predict STEM retention for first-generation college students. The analysis uses the Beginning Post-secondary Students study (BPS 04/09) data and Roots of STEM qualitative data to investigate the role of first-generation status in STEM major retention. Results indicate that upper levels of achievement in high school math have a significant effect on first-generation status in STEM outcomes.
FIRST-GENERATION COLLEGE STUDENTSMIXED METHODSSTEM
Mabe, AlanMoller, StephanieStearns, ElizabethWhitaker, Beth
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2015.
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