TRACKING HARMONY CLASS OF 2019 SCHOOL, OUT OF SCHOOL, AND PYGPMALIAN EFFECT VARIABLES ON STUDENTS STEM CAREER SELECTION
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1 TRACKING HARMONY CLASS OF 219 HOW DO HARMONY 9 TH GRADERS CHOOSE THEIR (STEM) MAJORS? EFFECTS OF SCHOOL, OUT OF SCHOOL, AND PYGPMALIAN EFFECT VARIABLES ON STUDENTS STEM CAREER SELECTION ALPASLAN SAHIN, PH.D. RESEARCH SCIENTIST HARMONY PUBLIC SCHOOLS ADEM EKMEKCI, PH.D. ASSISTANT DIRECTOR OF RESEARCH AND EVALUATION RICE UNIVERSITY SCHOOL MATHEMATICS PROJECT HERSH C. WAXMAN, PH.D. PROFESSOR TEXAS A&M UNIVERSITY August, 16
2 Executive Summary 1. About 55% of Harmony class of 219 will be the first generation college-going students. This is higher than the average rate in the state of Texas (35%) and the United States (3%). 2. More than 5% of Harmony 9th graders' parents have less than 4-year college education % of Harmony 9th graders are from low-income families. This is higher than Texas average of 17.2 percent as of year 214 (Fernandez, Fletcher, & Klepfer, 216). 4. HPS class of 219 (currently 9 th graders) who responded to the survey were more than twice as likely to declare interest in a STEM-related major than the average of students (a) across the state of Texas, and (b) across the U.S (see Table 1). 5. About three times as many females of the class of 219 plan to choose a STEM major than the state and national average. 6. White, Black and Hispanic students were almost twice as likely to choose STEM majors than their counterparts in the state and national averages. 7. There are statistically significant relationships between Harmony 9 th graders STEM selection pattern and a. parents college degree status in the U.S. b. parents education level c. household income level d. students gender e. students ethnicity f. number of STEM SOS project completion g. number of science fair participation h. summer camp participation status (yes/no) i. STEM internship completion status (yes/no) j. students self-expectation about their educational attainment level k. STEM teachers expectations about students educational attainment level l. Parents expectations about students educational attainment level m. Students self-efficacy in science n. Students self-efficacy in math 8. Students STEM AP course-taking (1 or 2 courses) is not significantly related to students STEM major selection. 9. Also, there was a statistically significant relationship between students STEM major choice and their number of science fair participation. However, there was no specific pattern showing how many is enough to cultivate STEM interest in students. 1. When all variables entered into a logistic regression model--all parent variables are controlled--the following findings emerged: a. Males are more likely to plan to choose a STEM major in college. b. Students who complete more STEM SOS projects are more likely to consider STEM majors upon graduating from high school. c. Students who participate in DISTCO digital video competition are more likely to contemplate choosing a STEM major in college. d. Interestingly, students who make more STEM SOS presentations in different occasions are.8 times less likely to choose a STEM major.
3 e. Students with higher GPA are more likely to plan to select STEM majors in college. f. Non-Hispanic students are.5 times more likely to consider choosing STEM majors. g. Students with higher STEM teacher and parent expectations are more likely to plan to choose a STEM major in college. h. Students who have higher math and science self-efficacy are more likely to contemplate majoring in STEM in college.
4 YEAR 1: TRACKING HARMONY CLASS OF 219 We designed a study to track Harmony class of 219 (currently 9th graders) to investigate how school and out of school variables as well as students self, parents, and STEM teachers expectations about students educational attainment affect their STEM career selection. From 2 Harmony schools, th grade students (class of 219) were invited to participate in the study. A total of 152 students agreed and completed the survey (~7%). This study reports the first-year findings from of a 4-year longitudinal study that tracks class of 219 students. The goal of the study is to examine students secondary school and out-of-school formal and informal STEM-related experiences that may have impact on their STEM career plans. Demographics of participants are given in Figure 1 and 2 below. PARTICIPANTS BY GENDER Count Percent FEMALE MALE TOTAL Figure 1. Participants by gender. Among students who completed the survey, 78 (47.5%), were female.
5 PARTICIPANTS BY ETHNICITY Count Percent W B H A TOTAL Figure 2. Participants by their ethnicity. Participating students ethnic composition was: 229 (15.1%) white, 238 (15.7%) African American, 796 (52.4%) Hispanic, and 219 (14.4%) Asian. PARENT DEMOGRAPHICS For parents of th graders, distribution of college degree in the U.S., education level, and household income are given below in Figures 3, 4, and 5, respectively.
6 PARENT COLLEGE DEGREE IN THE US Count Percent NO YES TOTAL Figure 3. Parent college degree status in the U.S. Overall, 54.5% (828) of all parents whose children completed the survey did not have a college degree in the United States indicating that almost 55% of class of 219 will be first generation college going students in Harmony. This is higher than the average rate in the state of Texas (35% 1 ) and the United States (3% 2 ). 1 Engle, Bernmeo, & O Brien, (26), 2 Opidee, (215)
7 PARENT EDUCATION LEVEL Count Percent LESS THAN HS HS 2 - YEAR COLLEGE 4 - YEAR COLLEGE MASTER'S AND HIGHER TOTAL Figure 4. Parent education level. More than 5% of Harmony 9th graders' parents have less than 4-year college education. Almost 36% of parents have a college degree and/or a higher degree. HOUSEHOLD INCOME Count Percent LESS THAN $3K BETW $3K AND $69K HIGHER THAN $69K TOTAL Figure 5. Household income level.
8 Of Harmony 9th graders, 21.3% are from low income families. This is higher than Texas average of 17.2% as of year 214 (Fernandez, Fletcher, & Klepfer, 216). In addition, 47.9% of Harmony 9th graders are from middle income families. Only 12% of them are from high income families. HARMONY 9 TH GRADERS CONTEMPLATION OF MAJORING IN STEM FIELDS The descriptive findings highlight the fact that HPS class of 9 th graders who responded to the survey were more than twice as likely to declare interest in a STEM-related field major than the average of students (a) across the state of Texas, and (b) across the U.S (see Table 1). In addition, the percentage of HPS female students who consider a STEM major in college is about three times more likely than females across the state and nation. Finally, White, Black and Hispanic students were almost twice as likely to choose STEM majors than their counterparts in the state and nation. Table 1 STEM Choice Rates by Gender and Ethnicity Compared to Texas and National Average Overall Male Female White Blacks Hispanic Asians HPS 57.9(86) 63.4(494) 51.8(366) 62.6(142) 63(15) 51.3(47) 72.1(158) State National Note. 1 and 2 My College Options (212). 3 ASTRA (215). STEM CHOICE BY PARENTS DEMOGRAPHICS
9 STEM Selection by Parent College Degree No College College non stem STEM Figure 6. Percentage of 9 th graders STEM choice contemplation by their parents college degree status. There is a statistically significant association between Harmony parents' college degree in the US and Harmony students' STEM major contemplation (χ 2 (1) = 7.45, p <.1.). That means, students whose parents have college degrees in the US are more likely to choose STEM majors in colleges.
10 STEM Choice by Parent Education Level Less than HS HS 2- year 4- year Master's and Higher Degree Non- STEM STEM Figure 7. Percentage of 9 th graders STEM choice contemplation by their parents education level. There is a statistically significant relationship between students STEM major contemplation and their parents' education level (χ2 (4) = 37.71, p <.1). Students' STEM major selection percentage increases as their parents' education level increases STEM Choice by Household Income Less than $3K Betw $3K & $69K Higher than $69K Non- STEM STEM
11 Figure 8. Percentage of 9 th graders STEM choice contemplation by their household income level. There is a statistically significant relationship between students' STEM choice and their household income level (χ 2 (2) = 12.96, p <.1). Harmony students' STEM major selection likelihood increases as their socioeconomic status increases. STUDENTS STEM MAJOR SELECTION BY THEIR DEMOGRAPHICS STEM Choice by their gender Female Male Non- stem stem Figure 9. Percentage of 9 th graders STEM choice contemplation by their gender. Harmony students' STEM major selection pattern is statistically significantly correlated with their gender (χ 2 (1) =19.85, p <.1). Male students are highly likely to choose a STEM major in college.
12 STEM choice by their ethnicity W B H A Non STEM STEM Figure 1. Percentage of 9 th graders STEM choice contemplation by their gender. There is a statistically significant association between students' stem major selection pattern and their ethnicity (χ 2 (5) = 42.78, p <.1). Asian and black students are more likely to contemplate majoring in STEM majors. HARMONY STUDENTS STEM MAJOR SELECTION BY SCHOOL AND OUT-OF- SCHOOL VARIABLES
13 STEM choice by number of STEM SOS project Non STEM STEM Figure 11. Percentage of 9 th graders STEM choice contemplation by number of STEM SOS project they completed. There is a statistically significant relationship between Harmony students' STEM aspirations and number of STEM SOS project they completed. Higher the students' STEM SOS projects are higher the likelihood of their STEM choice.
14 STEM choice by number of students' science fair participation non stem stem Figure 12. Percentage of 9 th graders STEM choice contemplation by number of science fair participation. 1 is for between 3 and 6 science fair participation, 2 is for between 7 and 1 science fair participation, and 3 is more than 1 science fair participation. There is a statistically significant relationship between students' STEM major choice contemplation and their number of science fair participation (χ 2 (2) = 6.83, p <.5.). Although there is a relationship, there is no clear pattern showing one way or the other.
15 STEM Choice by summer camp participation No camp Yes Camp Non STEM STEM Figure 13. Percentage of 9 th graders STEM choice contemplation by their summer camp participation status (yes/no). There is a statistically significant relationship between Harmony students' STEM choice decision and STEM summer camp participation (χ 2 (1) = 37.53, p <.1). Students who participate in summer camps are more likely to choose a STEM major in college than those who do not not. STEM choice by STEM internship No internship At least one Non STEM STEM
16 Figure 14. Percentage of 9 th graders STEM choice contemplation by their STEM internship status (yes/no). There is a statistically significant association between Harmony students STEM major selection and their STEM internships completion (χ 2 (1) = 6.38, p <.5). Students who do STEM internship are more likely to plan to choose STEM major in colleges as well STEM choice by Count STEM AP Course- taking 1 AP 2 AP Non- STEM STEM Figure 15. Percentage of 9 th graders STEM choice contemplation by students STEM AP coursetaking (1 or 2 courses). There is no statistically significant relationship between number of STEM AP coursetaking and their STEM major choice (χ 2 (1) =.34, p >.5). More data may change the results. THE RELATIONSHIPS BETWEEN STUDENTS SELF, PARENT, AND TEACHER EXPECTATIONS ABOUT STUDENTS EDUCATIONAL ATTAINMENT AND STEM MAJOR SELECTION PATTERN
17 STEM choice by students' self expectation HS or less vocational 2- year 4- year Masters PhD Non stem STEM Figure 15. Percentage of 9 th graders STEM choice contemplation by students self-expectation about their educational attainment. There is a statistically significant relationship between students' self degree expectation and their STEM major contemplation (χ 2 (5) = 28.83, p <.1). Students STEM major selection likelihood increases as their expectation about their education increases.
18 STEM choice by STEM teacher expectation Not enouraging Somewhat Encouraging Strongly Non STEM STEM Figure 16. Percentage of 9 th graders STEM choice contemplation by STEM teachers expectations about students educational attainment. Students' STEM major selection decision and their STEM teachers' encouragement are statistically significantly associated (χ 2 (3) = 57.5, p <.1). It seems students' likelihood of choosing a STEM major increases as their STEM teachers expectation or encouragement about them increases.
19 STEM choice by parents' expectation not enouraging somewhat encouraging strongly Non- STEM STEM Figure 17. Percentage of 9 th graders STEM choice contemplation by parents expectations about students educational attainment. Harmony students' STEM major consideration and their parent's expectation are significantly correlated (χ 2 (3) = 45.73, p <.1). As parents expectations increase, students STEM major contemplation also increases. STEM choice by students' science efficacy S Disagree Disagree Neutral Agree S Agree Non STEM STEM
20 Figure 18. Percentage of 9 th graders STEM choice contemplation by students science efficacy perception level. Students' science efficacy perception and their STEM major contemplation are statistically significantly related (χ 2 (4) =19.65, p <.1). Students' likelihood of choosing STEM majors increases as their science self efficacy increases STEM choice by students' math efficacy S Disagree Neutral Agree S Agree Non STEM STEM Figure 19. Percentage of 9 th graders STEM choice contemplation by students math efficacy perception level. Students' STEM choice and their math efficacy perception are significantly associated (χ 2 (3) = 82.13, p <.1). Students with higher math efficacy are more likely to plan to choose STEM majors.
21 COLLECTIVE EFFECTS OF INDIVIDUAL, BEHAVIORAL, AND CONTEXTUAL FACTORS ON HIGH SCHOOL STUDENTS FUTURE STEM CAREER PLANS In this part, we entered all the variables that are under same groups together to see how those effect students decisions of STEM major selection. For that purpose, we ran multiple logistic regressions to investigate which group of variables predict students probability of choosing a STEM major. First logistic regression analysis revealed several significant results. We found that 9 th graders contemplation of choosing a STEM major was significantly different by gender (see Table 2) with males being 1.9 times more likely to consider STEM majors in college. Moreover, students who completed more STEM SOS projects are 1.3 times more likely to consider STEM majors when they graduate from a high school. Interestingly, students who participated in DISTCO digital video competition with their STEM SOS video are 1.1 times more likely to continue planning to major in STEM fields. Another interesting finding revealed that, students who presented their STEM SOS project less are.8 times less likely to choose a STEM major in college. Finally, students with higher GPA are 2.2 times more likely to study STEM majors after graduation. Table 2 Logistic Regression Coefficients for School and Out of School-Related Variables B Exp(B) College Degree in the US Parent Education Level Household Income
22 White Black Hispanic Gender.62* Count STEM SOS Project Completion.294** STEM SOS Project Website Contest Participation Count STEM SOS Project Presentation -.248*.781 DISTCO Contest Participation 1.52* STEM Summer Camp Participation STEM Internship Count STEM AP Taking Count Science Fair Participation GPA.86*** Constant Note. *p <.5, ** p<.1, ***<.1 Later, we ran second logistic regression analysis. Covariates gender and Hispanic came out significant (see Table 3). That is, male students are 1.4 times more likely to choosing STEM majors in college. Also, non-hispanic students are.5 times more likely to consider choosing STEM majors. When students gender, ethnicities, and parental variables were controlled, STEM teachers and parent expectations were also significant. Students with high parent encouragement are 1.2 times more likely to select a STEM major after graduation. Also, students with high STEM teacher encouragement are 1.5 times more likely to contemplate studying STEM majors in college. Table 3 Logistic Regression Coefficients for Teacher and Parental Expectation Variables
23 B Exp(B) College Degree in the US Parent Education Level Household Income Gender.361** White Black Hispanic -.643**.525 Parent Encouragement.195* STEM Teacher Encouragement.376*** Constant Note. *p <.5, ** p<.1, *** p<.1 Third logistic regression analysis revealed that students who have higher Math and Science efficacy are 1.3 and 1.6 times more likely to consider choosing a STEM major in college, respectively. Table 4 Logistic Regression Coefficients for Student Expectation, Math and Science Efficacy Variables B Exp(B) College Degree in the US Parent Education Level Household Income Gender.25* 1.284
24 White Black Hispanic -.585**.557 Student Expectation about their education Good at Math.273*** Good at Science.45*** Constant Note. *p <.5, ** p<.1, *** p<.1 IMPLICATIONS AND SUGGESTIONS These findings raise several important issues regarding promoting students interest and motivation in high school. First, there were several school-based activities that Harmony offered appeared to make a difference on students STEM aspirations such as completing STEM projects and participating in digital video competitions. High STEM teacher encouragement as well as high parent encouragement also appears to make a difference on students future STEM aspirations. These findings are especially encouraging because they suggest that schools can implement programs and practices that may impact students future careers in STEM. It may be especially important to implement or programs for Hispanic high school students since they have been found to benefit from such interventions (Rodriguez, Rhodes, & Aguirre, 215). All these findings show that Harmony s goal of preparing students with a strong emphasis on STEM is working. A second critical issue that emerges from our study is that there still is a wide gap on STEM aspirations between: (a) male and female students, (b) Hispanic and non-hispanic students, and (c) high- and low-achieving students in Harmony system. Although prior research has found that science gaps often begin to occur in elementary schools and are generally stable
25 across secondary school levels (Morgan, Farkas, Hillemeier, & Macuzuga, 216), the findings from the present study suggest that there are learning experiences and expectations in school that may make a difference and reduce the STEM gap. It is important that the Harmony try to address the serious gaps that already exist in 9 th grade so that they are reduced or eliminated by the time students graduate from high school.
26 REFERENCES Engle, J. R., Bermeo, A., & O'Brien, C. (26). Straight from the Source: What Works for First- Generation College Students. Pell Institute for the Study of Opportunity in Higher Education. Fernandez, C., Fletcher, C., & Klepfer, K. (216). State of student aid and higher education in Texas. Retieved from Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (216). Science achievement gaps begin very early, persist and are largely explained by modifiable factors. Educational Researcher, 45, Opidee, I. (215). Suporting first-gen college students. Retrieved from Rodriguez, E., Rhodes, K., & Aguirre, G. (215). Intervention for high school Latino students in preparing for college: Steps for consideration. Journal of Hispanic Higher Education, 14(3), ,
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