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The Role of High School Racial Composition and Opportunities to Learn in Students' STEM College Participation

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Title: The Role of High School Racial Composition and Opportunities to Learn in Students' STEM College Participation
Language: English
Authors: Bottia, Martha Cecilia (ORCID 0000-0001-5150-520X), Mickelson, Roslyn Arlin, Giersch, Jason, Stearns, Elizabeth, Moller, Stephanie
Source: Journal of Research in Science Teaching. Mar 2018 55(3):446-473.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 28
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Longitudinal Studies, Secondary Education, Public Schools, Public Colleges, High Schools, Racial Composition, STEM Education, Access to Education, Educational Opportunities, Decision Making, Majors (Students), White Students, Minority Group Students, Academic Degrees, Racial Differences
Geographic Terms: North Carolina
DOI: 10.1002/tea.21426
ISSN: 0022-4308
Abstract: We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major. We consider school racial composition and opportunities to learn as contexts that shape students' decisions regarding college majors. Results of cross-classified hierarchical logistic models indicate that attending schools with predominantly White students is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students' own race. The finding suggests that for students in North Carolina, attending racially isolated White high schools is related to a decrease in adolescents' participation in STEM during college.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1170005
Database: ERIC
FullText Text:
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  Data: The Role of High School Racial Composition and Opportunities to Learn in Students' STEM College Participation
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  Data: <searchLink fieldCode="AR" term="%22Bottia%2C+Martha+Cecilia%22">Bottia, Martha Cecilia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5150-520X">0000-0001-5150-520X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mickelson%2C+Roslyn+Arlin%22">Mickelson, Roslyn Arlin</searchLink><br /><searchLink fieldCode="AR" term="%22Giersch%2C+Jason%22">Giersch, Jason</searchLink><br /><searchLink fieldCode="AR" term="%22Stearns%2C+Elizabeth%22">Stearns, Elizabeth</searchLink><br /><searchLink fieldCode="AR" term="%22Moller%2C+Stephanie%22">Moller, Stephanie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. Mar 2018 55(3):446-473.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1002/tea.21426
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  Data: We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major. We consider school racial composition and opportunities to learn as contexts that shape students' decisions regarding college majors. Results of cross-classified hierarchical logistic models indicate that attending schools with predominantly White students is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students' own race. The finding suggests that for students in North Carolina, attending racially isolated White high schools is related to a decrease in adolescents' participation in STEM during college.
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      – SubjectFull: Secondary Education
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      – SubjectFull: Public Schools
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      – SubjectFull: Racial Differences
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      – SubjectFull: North Carolina
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