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The Roots of STEM Achievement: An Analysis of Persistence and Attainment in STEM Majors

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  • Alan Green
  • Danielle Sanderson

Abstract

This article analyzes persistence and attainment in postsecondary science, engineering, technology, and math (STEM) education using data from the Beginning Postsecondary Students Longitudinal Study. Ability is shown to have a consistent impact on STEM performance. Self-efficacy has large estimated impacts, and there is evidence of strong bias against women. High school math preparation and attending small colleges increase the likelihood of noninterested students switching to STEM fields. Overall, there is little evidence that collegiate educational experiences affect persistence or attainment. The results indicate that policies to improve high school math preparation and address the gender gap would be most effective. JEL Classifications : I21, I28

Suggested Citation

  • Alan Green & Danielle Sanderson, 2018. "The Roots of STEM Achievement: An Analysis of Persistence and Attainment in STEM Majors," The American Economist, Sage Publications, vol. 63(1), pages 79-93, March.
    • Handle: RePEc:sae:amerec:v:63:y:2018:i:1:p:79-93
    DOI: 10.1177/0569434517721770
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    References listed on IDEAS

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    4. Griffith, Amanda L., 2010. "Persistence of women and minorities in STEM field majors: Is it the school that matters?," Economics of Education Review, Elsevier, vol. 29(6), pages 911-922, December.
    5. Talia Bar & Asaf Zussman, 2012. "Partisan Grading," American Economic Journal: Applied Economics, American Economic Association, vol. 4(1), pages 30-48, January.
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    More about this item

    Keywords

    STEM persistence; STEM attainment; gender bias; postsecondary education; math preparation;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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