THE RETENTION OF FIRST-GENERATION COLLEGE STUDENTS IN STEM: AN EXTENSION OF TINTO’S LONGITUDINAL MODEL

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Uche, A. (2015). THE RETENTION OF FIRST-GENERATION COLLEGE STUDENTS IN STEM: AN EXTENSION OF TINTO’S LONGITUDINAL MODEL. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

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.

Details
Author

Uche, Ada

Title

THE RETENTION OF FIRST-GENERATION COLLEGE STUDENTS IN STEM: AN EXTENSION OF TINTO’S LONGITUDINAL MODEL

Physical Description

1 online resource (185 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

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.

Genre

doctoral dissertations

Subjects--Topics

Government policy
Education and state
Educational sociology

Degree

Ph.D.

Keywords

First-Generation College Students
Mixed Methods
Stem

Subject Area

Public Policy

Advisor(s)

Mickelson, Roslyn

Committee Members

Mabe, Alan
Moller, Stephanie
Stearns, Elizabeth
Whitaker, Beth

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2015.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Uche_uncc_0694D_10906

Permalink

http://hdl.handle.net/20.500.13093/etd:1138