Much prior research has examined the individual-level, major-specific, and institutional correlates of college students’ choice of major, as well as the variation in labor market outcomes associated with this important choice. Extant accounts, however, largely overlook the process by which individuals change their major throughout college. This study provides a comprehensive description of major switching, and considers its relevance to concerns about stratification in postsecondary education. Drawing on survey and transcript data from students at three large universities in the United States, I find that switching is widespread, and that many students change their majors multiple times. Students appear to change majors in an effort to better fit their interests and abilities, as students seek out majors that are generally less competitive and easier. Major change further contributes to gender segregation, particularly as women leave science, technology, engineering, and math (STEM) fields after initially selecting these at lower rates than men.
Researchers emphasize the role of math and science identities in science, technology, engineering, and mathematics (STEM) education. However, little is known about whether these identities might evolve during college; likewise it is not known how changes in math and science identities are associated with switching majors between STEM and non-STEM fields. This study addresses these questions. With data from the Pathways through College Study, this study revealed that science identity changes matter more than math identity changes in their association with the decision to switch majors. Most notably, underrepresented racial minority women are the most vulnerable in terms of decreasing science identity and the associated probabilities of leaking out of STEM. The authors also find evidence that Asian students are the least sensitive to their science identity drop. These findings have significant policy implications with regard to STEM choice and attainment.
more » « less- NSF-PAR ID:
- 10546738
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Socius: Sociological Research for a Dynamic World
- Volume:
- 7
- ISSN:
- 2378-0231
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Methods In this study, we developed, implemented, and evaluated a workshop that gave students understanding of and practice in applying Inclusive Science Communication. We assessed the workshop via a mixed-methods approach.
Results We quantified student affective measures that are associated with STEM persistence, such as science self-efficacy and science identity, showing that the workshop increased these measures both for students of marginalized identities and for students who do not hold these identities. We also assessed student open-ended responses for themes related to the Theory of Planned Behavior, Community Cultural Wealth, and White Supremacy Culture, finding that forms of cultural capital empowered students to perform science communication behaviors while power imbalances, fear of conflict, and perfectionism presented barriers to these behaviors.
Discussion This study highlights the importance of providing explicit training and practice in Inclusive Science Communication for undergraduate STEM students. Our results also suggest that students need the opportunity for reflexivity – that is, the practice of reflecting upon their identities and motivations – in order to develop in their identity and confidence as scientists and science communicators.