Pursuing STEM and Related Careers: The Role of Math Self-Efficacy and High School Math and Science Courses in Building Momentum

• Other Authors: Ramp, Laura (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Education
• Online Access: http://purl.flvc.org/fsu/fd/FSU_FA2016_Ramp_fsu_0071E_13508

Education policy over the past decade has often focused on increasing participation in science, technology, engineering, and mathematics (STEM) fields. A number of studies indicate that the STEM pipeline "leaks," as individuals who pursue STEM college majors do not follow through with occupations in these fields. Using data from the Education Longitudinal Study (ELS) of 2002 and from the General Social Surveys (GSS) for 2010, 2012, and 2014, I expand the concept of STEM momentum to explore how momentum builds in high school and carries into postsecondary enrollment and occupations. In addition, with the GSS data, participants are grouped by age to explore any patterns that may emerge in aligning outcomes with shifts in the labor market and in policy. Moreover, the occupations included as STEM and applied STEM are expanded to include occupations in these fields that require any level of education or certification above a high school diploma. I find that math self-efficacy and high school math and science coursework completed matter for building STEM momentum. This momentum carries into postsecondary enrollment and college major selection. The momentum built from math self-efficacy and high school math and science coursework completed carries indirectly into occupation through college major. In terms of labor market and policy shifts, I find that there appears to be increases in participation in STEM fields by females and different racial groups, although, gaps remain. I find that the STEM pipeline not only continues to "leak" for STEM fields, but it also "leaks" for applied STEM fields. === A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the Doctor of Philosophy. === Fall Semester 2016. === October 31, 2016. === math, math self-efficacy, science, STEM, STEM momentum === Includes bibliographical references. === Patrice A. Iatarola, Professor Directing Dissertation; Koji Ueno, University Representative; Courtney Preston, Committee Member; Stacey A. Rutledge, Committee Member; Lara Perez-Felkner, Committee Member.