Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields
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Informed by the theoretical lens of opportunity hoarding, this study considers whether STEM postsecondary fields stand apart via the disproportionate exclusion of Black and Latina/o youth. Utilizing national data from the Beginning Postsecondary Study (BPS), the authors investigate whether Black and Latina/o youth who begin college as STEM majors are more likely to depart than their White peers, either by switching fields or by leaving college without a degree, and whether patterns of departure in STEM fields differ from those in non-STEM fields. Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields.
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Completion of STEM degrees for white students is nearly 60%, compared to 34 to 43% for Latinx and Black students.
“Completion of STEM degrees for white students is nearly 60%, compared to 34 to 43% for Latinx and Black students (1).”
From Gains in Scientific Identity, Scientific Self-Efficacy, and Career Intent Distinguish Upper-Level CUREs from Traditional Experiences in the Classroom (2022) · cites this paper as [1]
The STEM pipeline is particularly leaky for underrepresented minority students.
“The STEM pipeline is particularly leaky for underrepresented minority students (URMs).”
From Gains in Scientific Identity, Scientific Self-Efficacy, and Career Intent Distinguish Upper-Level CUREs from Traditional Experiences in the Classroom (2022) · cites this paper as [1]
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- Authors
- Riegle-Crumb, C., King, B., & Irizarry, Y.
- Affiliations
- University of Texas at Austin, Austin, TX
- Florida International University (US)
- The University of Texas at Austin (US)
- Venue
- Educational Researcher
- Published
- 2019-02-21
- Volume
- 48
- Issue
- 3
- Pages
- 133-144
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- PMC
- PMC11244760
- OpenAlex
- W2915479751
- Cited by
- 411
- References
- 39
- Citations by year
- 2026: 42 · 2025: 59 · 2024: 92 · 2023: 71 · 2022: 61 · 2021: 57 · 2020: 26 · 2019: 3
- FWCI
- 99.23
- Type
- journal article
- Language
- en
- Update notices
- correction (2019-04-29)
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Educational Researcher (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (5 R24 HD042849)
- National Science Foundation (HRD-1348819)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- STEM degree attainment, racial and ethnic disparities, Black students, Latina/o students, student persistence, opportunity hoarding, university dropout, postsecondary education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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