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Unrealized Potential: Community College Pathways to STEM Baccalaureate Degrees

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  • Peter Riley Bahr
  • Grant Jackson
  • Jon McNaughtan
  • Meghan Oster
  • Jillian Gross

Abstract

Our understanding of community college pathways to baccalaureate degrees in science, technology, engineering, and math (STEM) is remarkably incomplete, despite growing recognition of the sizeable role that community colleges stand to play in increasing the number of students who enter STEM baccalaureate programs, particularly underrepresented students. Here, we drew from data on nearly 3 million students to analyze participation in and navigation of the STEM transfer curriculum in community colleges, while focusing primarily on the fields of math, chemistry, and physics. We found that a large number of students enrolled in college-level STEM coursework, and many of these students were of demographic groups that are underrepresented in STEM fields. Yet, comparatively few students progressed into advanced STEM coursework. Moreover, the contribution of community colleges to resolving longstanding demographic inequities in STEM is constrained by pronounced gender and racial/ethnic differences in points of entry into the STEM curriculum, pathways through STEM, and manner of exit from STEM. As a result, much of the considerable potential of community colleges to improve STEM baccalaureate production and equity of opportunity in STEM remains largely unrealized at this point. We conclude with practical recommendations and a detailed research agenda to guide future inquiry on this subject.

Suggested Citation

  • Peter Riley Bahr & Grant Jackson & Jon McNaughtan & Meghan Oster & Jillian Gross, 2017. "Unrealized Potential: Community College Pathways to STEM Baccalaureate Degrees," The Journal of Higher Education, Taylor & Francis Journals, vol. 88(3), pages 430-478, May.
    • Handle: RePEc:taf:uhejxx:v:88:y:2017:i:3:p:430-478
    DOI: 10.1080/00221546.2016.1257313
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    Cited by:

    1. Ibrahim Bicak & Lauren Schudde & Kristina Flores, 2023. "Predictors and Consequences of Math Course Repetition: The Role of Horizontal and Vertical Repetition in Success Among Community College Transfer Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 64(2), pages 260-299, March.
    2. Elizabeth S. Park & Federick Ngo & Tatiana Melguizo, 2021. "The Role of Math Misalignment in the Community College STEM Pathway," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(4), pages 403-447, June.
    3. Peter Riley Bahr & Jon McNaughtan & Grant R. Jackson, 2023. "Reducing the Loss of Community College Students who Demonstrate Potential in STEM," Research in Higher Education, Springer;Association for Institutional Research, vol. 64(5), pages 675-704, August.

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