The STEM Pipeline: Pathways and Influences on Participation and Achievement of Equity Groups

Autor/inn/en	Edwards, Daniel; Buckley, Sarah; Chiavaroli, Neville; Rothman, Sheldon; McMillan, Julie
Titel	The STEM Pipeline: Pathways and Influences on Participation and Achievement of Equity Groups
Quelle	In: Journal of Higher Education Policy and Management, 45 (2023) 2, S.206-222 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edwards, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2023.2180169
Schlagwörter	STEM Education; Guided Pathways; Student Participation; Academic Achievement; Equal Education; Minority Group Students; Foreign Countries; Longitudinal Studies; College Students; Predictor Variables; Self Concept; Mathematics Education; Low Income Students; Surveys; First Generation College Students; College Graduates; Course Selection (Students); Career Choice; Australia; Longitudinal Surveys of Australian Youth + Suchen Sie Ihr Suchwort? STEM; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Collegestudent; Prädiktor; Selbstkonzept; Mathematische Bildung; Survey; Umfrage; Befragung; Hochschulabsolvent; Hochschulabsolventin; Course selection; Student; Students; Kurswahl; Australien
Abstract	Skills in science, technology, engineering and mathematics (STEM) are promoted by the Australian government as pivotal for Australia's economic prosperity. Research on equity groups suggests that group membership is associated with several factors linked to 'leakage' from the STEM pipeline of school, university and transition to work. In this paper we draw on longitudinal Australian data to understand what factors influence the participation of equity group students in university STEM courses, and to explore how the STEM pathways of those groups differ from those of non-equity students. We identified several important factors which influence participation at two critical points of the STEM pipeline; transition from school into university, and transition from university into the STEM workforce. Our results indicated that higher levels of mathematics self-concept and instrumental valuing of mathematics in early adolescence predict continuation in the STEM pathway for all students and particularly those from low socioeconomic status backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01