The DOI matches its Crossref record; 64 of the 64 references it cites were found in a registry or an index.
Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students
Abstract
As the global economic crisis continues, sustaining the United States' position as a leader in research and development is a top concern of policy makers. Looking to increase the number of students pursuing degrees in STEM (science, technology, engineering, and mathematics), calls for improved mathematics and science education abound. We completed a two‐part analysis to assess the school‐based factors related to students choosing to complete a major in STEM. The results indicate that the majority of students who concentrate in STEM make that choice during high school, and that choice is related to a growing interest in mathematics and science rather than enrollment or achievement. These results indicate that the current policy focus on advanced‐level course taking and achievement as measures to increase the flow of students into STEM may be misguided. © 2011 Wiley Periodicals, Inc.Sci Ed95:877–907, 2011
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Cited by
Wang, M.-T., & Degol, J. (2013) · Developmental Review · doi:10.1016/j.dr.2013.08.001 · Cited by 837
“However, a recent study indicates that females’ interest in math and science was mainly sparked by school-related activities, while most males recounted self-initiated activities (Maltese & Tai, 2011).”
BackgroundSherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., Tomassetti, S., Nussbaum, A. D., & Cohen, G. L. (2013) · Journal of Personality and Social Psychology · doi:10.1037/a0031495 · Cited by 371
The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017
Blackburn, H. (2017) · Science & Technology Libraries · doi:10.1080/0194262x.2017.1371658 · Cited by 353
CANNADY, M. A., GREENWALD, E., & HARRIS, K. N. (2014) · Science Education · doi:10.1002/sce.21108 · Cited by 290
Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000214 · Cited by 251
Metadata
- Authors
- Maltese, A. V., & Tai, R. H.
- Venue
- Science Education
- Publisher
- Wiley
- Published
- 2011-05-03
- Volume
- 95
- Issue
- 5
- Pages
- 877-907
- ISSN
- 0036-8326 (ISSN-L)
- 1098-237X
- OpenAlex
- W2032532259
- Cited by
- 1,044
- References
- 64
- FWCI
- 48.65
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
