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Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields.

Catherine Riegle-Crumb1, Barbara King2, Yasmiyn Irizarry1

  • 1University of Texas at Austin, Austin, TX.

Educational Researcher (Washington, D.C. : 1972)
|July 15, 2024
PubMed
Summary
This summary is machine-generated.

Black and Latina/o youth face greater exclusion in postsecondary STEM fields. This study found persistent racial inequality in STEM degree attainment, unlike in non-STEM fields.

Keywords:
higher educationpostsecondary educationraceregression analysessecondary data analysis

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Area of Science:

  • Sociology of Education
  • STEM Education Research
  • Racial Inequality Studies

Background:

  • Opportunity hoarding theory suggests systemic barriers limit access for marginalized groups.
  • Previous research indicates racial disparities in STEM participation and completion.
  • Understanding field-specific inequalities is crucial for educational equity.

Purpose of the Study:

  • To examine if Science, Technology, Engineering, and Mathematics (STEM) postsecondary fields disproportionately exclude Black and Latina/o students.
  • To compare departure rates (field switching or leaving college) of Black and Latina/o STEM majors versus their White peers.
  • To determine if STEM field departure patterns differ from non-STEM fields.

Main Methods:

  • Analysis of national data from the Beginning Postsecondary Study (BPS).
  • Investigation of college students' initial major choices and subsequent academic trajectories.
  • Comparative analysis of departure rates across racial/ethnic groups and field types (STEM vs. non-STEM).

Main Results:

  • Black and Latina/o students who initially major in STEM fields are more likely to depart than White STEM majors.
  • Departure includes switching majors or leaving college without a degree.
  • Persistent racial/ethnic inequality in STEM degree attainment was observed, not present in non-STEM fields.

Conclusions:

  • STEM fields exhibit a distinct pattern of racial/ethnic inequality in degree attainment.
  • Findings suggest that opportunity hoarding may play a significant role in STEM exclusion.
  • Interventions are needed to address systemic barriers and promote equity in STEM education.