Give It a Swirl? An Examination of the Influence of 4-Year Students Taking Entry-Level Math Courses at the Local Community College

Autor/inn/en	Voorhees, Nicholas; Ortagus, Justin C.; Marti, Erica
Titel	Give It a Swirl? An Examination of the Influence of 4-Year Students Taking Entry-Level Math Courses at the Local Community College
Quelle	In: Research in Higher Education, 64 (2023) 1, S.147-173 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-022-09694-8
Schlagwörter	Undergraduate Students; STEM Education; Student Attrition; Dual Enrollment; Community Colleges; Mathematics Education; Mathematics Achievement; Outcomes of Education; Academic Persistence; Course Selection (Students); Low Income Students; Minority Group Students + Suchen Sie Ihr Suchwort? STEM; Schülerbeurlaubung; Doppelstudium; Community college; Community College; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Course selection; Student; Students; Kurswahl
Abstract	Roughly half of 4-year students who begin as STEM majors either change to non-STEM majors or drop out of college altogether. STEM attrition is especially disconcerting for underserved students, such as people of color or individuals from low-income families, who are significantly less likely to persist in or graduate from a STEM degree program when compared to their White or higher-income peers. Previous researchers have reported that co-enrolling at more than one institution (or swirling between institutions) can be associated with higher rates of persistence and graduation. In this study, we leverage student-level transcript data from a high enrollment, broad-access university to examine the influence of math swirling on underserved students' academic outcomes within high-demand STEM degree programs. We find that math swirling is positively related to persistence to upper-division math courses and bachelor's degree completion in non-STEM degree programs, but math swirling has no influence on students' likelihood of bachelor's degree completion in high-demand STEM fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01