Why Students Choose STEM: A Study of High School Factors That Influence College STEM Major Choice

Abstract

As our national workforce needs continue to grow, attracting and retaining postsecondary students in the science, technology, engineering, and mathematics (STEM) fields remains a priority. A student's interest in a STEM major often begins at the precollege level, and their precollege experience can determine their later academic trajectory. While this interest often develops in middle school or earlier, a student's high school experience can affect whether a student maintains or loses their interest. In order to understand a student's high school experience, this study focuses on the high school factors, student demographic characteristics, and academic achievement factors that inform college-going and STEM major choice. For this study, data come from the High School Longitudinal Study of 2009 (HSLS:09), which is a nationally representative longitudinal study following over 23,000 students from 2009 to 2016. The data were analyzed using multiple regression analyses to correlate high school, demographic, academic achievement factors from the 2009 and 2012 data collection waves to a student's likelihood of attending college and majoring in a STEM field. The high school level factors that were found to be significant predictors for college STEM major declaration include the student's family background, high school STEM GPA, and measures for math/science identity. The findings are mixed and suggest further research is needed, particularly in disaggregating the math/science self-efficacy, identity, and utility measures, as well as in investigating potential differences in major choice by field separately, rather than STEM in the aggregate. Research findings can be used to inform policies and programs aimed at increasing diversity and inclusivity in STEM fields, as well as to identify areas where additional support and resources may be needed to help students succeed.