Preparing for the STEM Pathways? Dual Enrollment and College Major Choice in STEM

Xiaodan Hu, Hsun Yu Chan*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

Guided by the STEM pathway model, our study hypothesizes that dual enrollment can serve as an effective strategy to improve and equalize college students’ access to STEM programs. We analyzed a nationally representative dataset to disaggregate the influence of dual enrollment course-taking (i.e. participation, dual credits in Math/Science, number of dual credits) on students’ STEM major selection, with a focus on traditionally underrepresented students in STEM. We found that taking dual enrollment courses in general is positively associated with the probability of majoring in STEM, especially at the baccalaureate level. However, taking dual enrollment courses in Math/Science is not associated with the probability of majoring in STEM when compared with students with no dual enrollment courses in Math/Science. The relationship between dual enrollment course-taking and STEM outcomes varies across different student background groups: It is consistently positive for students of higher household income to major in STEM but not statistically significant for low-income students. We discussed practical implications and future research with a focus on the role dual enrollment plays in advancing postsecondary STEM access.

原文英語
頁(從 - 到)607-638
頁數32
期刊Journal of Higher Education
95
發行號5
DOIs
出版狀態已發佈 - 2024

ASJC Scopus subject areas

  • 教育

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