Participation in structured STEM‐focused out‐of‐school time programs in secondary school: Linkage to postsecondary STEM aspiration and major

In this paper, we explore how secondary school students' participation in structured, math‐ and science‐focused programs outside of school is associated with the aspiration to, and actual enrollment in, a STEM major in college. Moreover, we examine how varying sociodemographic backgrounds are r...

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Bibliographic Details
Published in:Journal of research in science teaching 2020-10, Vol.57 (8), p.1250-1280
Main Authors: Chan, Hsun‐Yu, Choi, Hyejin, Hailu, Meseret F., Whitford, Melinda, Duplechain DeRouen, Sheila
Format: Article
Language:English
Subjects:
Academic Aspiration
Adolescents
Correlation
Enrichment Activities
Grade 8
Hispanic American Students
interest
Majors (Students)
out‐of‐school programs
Participation
Path analysis
Postsecondary Education
Secondary School Students
Secondary schools
self‐efficacy beliefs
Sociodemographics
Socioeconomic Background
Socioeconomic status
STEM
STEM aspiration
STEM Education
STEM major
Student Participation
White Students
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Summary:In this paper, we explore how secondary school students' participation in structured, math‐ and science‐focused programs outside of school is associated with the aspiration to, and actual enrollment in, a STEM major in college. Moreover, we examine how varying sociodemographic backgrounds are related to their participation in these programs. Using expectancy‐value theory and social cognitive career theory as our conceptual frameworks, we conduct a path analysis based on a nationally representative panel dataset. Results indicate that students who participate in structured science‐focused out‐of‐school programs in eighth grade are more likely to express an aspiration to and choosing a STEM major in college. The intersection of sociodemographic backgrounds further highlights the intricate differences in math‐focused programs participation outside of school between Latinx and White adolescents of varying socioeconomic status.
ISSN:0022-4308
1098-2736
DOI:10.1002/tea.21629