The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college. Issue 11 (24th July 2017)

• Record Type: Journal Article
• Authors: Sahin, Alpaslan; Ekmekci, Adem; Waxman, Hersh C.
• Is Part Of: International journal of science education. Volume 39:Issue 11(2017)
• Page Start: 1549
• Page End: 1572
• Publication Date: 2017-07-24
• Subjects: Integrative STEM -- career choice -- mathematics and science efficacy -- Pygmalion; Science -- Study and teaching -- Periodicals; Science teachers -- Periodicals; 507
• DOI: 10.1080/09500693.2017.1341067
• Languages: English
• ISSNs: 0950-0693

Abstract

ABSTRACT: This study examines college students' science, technology, engineering, and mathematics (STEM) choices as they relate to high school experiences, parent, teacher, and self-expectations, and mathematics and science efficacy. Participants were 2246 graduates of a STEM-focused public Harmony Public Schools in Texas, Harmony Public Schools (HPS). Descriptive analyses indicated that the overall percentage of HPS graduates who chose a STEM major in college was greater than Texas state and national averages. Logistic regression analyses revealed that males and Asian students are more likely to choose a STEM major in college than females and non-Asian students, respectively. Moreover, students whose parents had a college degree in the U.S. are more likely to major in STEM fields than those who did not. Furthermore, males with higher mathematics efficacy and females with higher science efficacy are more likely to choose a STEM major than their counterparts with lower mathematics and science efficacy.