Table 1.
Descriptive statistics of variables used in analyses (n = 3650).
| Full Study Sample | Planned to Major in STEM | Did Not Plan to Major in STEM | ||||
|---|---|---|---|---|---|---|
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| # valid obs | mean/% | # valid obs. | mean/% | # valid obs. | mean/% | |
| 3650 | 910 | 2740 | ||||
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| Gender | ||||||
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| Male | 1730 | 47.4% | 450 | 49.5% | 1280 | 46.7% |
| Female | 1920 | 52.6% | 460 | 50.5% | 1460 | 53.32% |
|
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| Race/Ethnicity | ||||||
|
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| White (Non-Hispanic) | 2720 | 74.5% | 640 | 70.5% | 2080 | 75.8% |
| Black (Non-Hispanic) | 270 | 7.5% | 90 | 10.2% | 180 | 6.6% |
| Hispanic | 420 | 11.5% | 100 | 10.6% | 320 | 11.8% |
| Asian | 240 | 6.6% | 80 | 8.7% | 160 | 5.8% |
| Age when entered college | 3650 | 18.4 | 910 | 18.3 | 2740 | 18.4 |
| Socioeconomic status (composite) | 3650 | 0.08 | 910 | 0.04 | 2740 | 0.09 |
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| Prior Ability and Achievement | ||||||
|
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| NELS test score percentile | 3650 | 60.6 | 910 | 62.6 | 2740 | 60.0 |
| High School GPA | 3650 | 2.89 | 910 | 2.98 | 2740 | 2.86 |
|
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| Highest Math Course Taken in High School | ||||||
|
| ||||||
| Algebra I or equivalent | 380 | 10.3% | 80 | 8.% | 300 | 11.0% |
| Geometry | 480 | 13.2% | 100 | 11.0% | 380 | 13.7% |
| Algebra II | 1250 | 34.2% | 260 | 28.5% | 990 | 36.1% |
| Trigonometry | 550 | 15.1% | 130 | 14.3% | 420 | 15.3% |
| Pre-calculus | 570 | 15.6% | 170 | 18.7% | 400 | 14.6% |
| Calculus | 430 | 11.8% | 180 | 19.8% | 260 | 9.5% |
|
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| Primary Institution Type | ||||||
|
| ||||||
| Public 2 year | 1380 | 37.8% | 340 | 37.3% | 1040 | 38.0% |
| Private Not-For Profit 4-year | 640 | 17.5% | 150 | 16.5% | 490 | 17.9% |
| Public 4-year | 1630 | 44.7% | 430 | 47.3% | 1200 | 43.8% |
|
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| Planned to Major in STEM | ||||||
|
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| Did not plan to major in STEM | 2740 | 75.1% | – | – | – | – |
| Planned to major in STEM | 910 | 24.9% | – | – | – | – |
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| Calculus Course | ||||||
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| Taken calculus | 560 | 15.3% | 250 | 27.5% | 300 | 11.0% |
| Failed calculus | 60 | 1.6% | 40 | 4.4% | 30 | 1.1% |
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| Degree Attainment | ||||||
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| Earned a bacherlor‘s degree | 1510 | 41.4% | 360 | 39.6% | 1150 | 42.0% |
| Did not earn a bacherlor‘s degree | 1660 | 45.5% | 400 | 52.7% | 1260 | 46.0% |
|
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| Earned a Bachelor‘s in STEM | ||||||
|
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| Did not earn bacherlor‘s degree in STEM | 1190 | 32.6% | 150 | 16.5% | 1050 | 38.2% |
| Earned bacherlor‘s degree in STEM | 470 | 12.9% | 250 | 27.5% | 220 | 8.0% |
Source: National Educational Longitudinal Study (NELS:88) and Postsecondary Education Transcript Study (PETS:2000) (NCES 1988; NCES 2000). Sample restricted to students who had valid non-missing information on their postsecondary enrollment status, coursework, institution type, gender, race, age, NELS 12th grade test score percentile, high school GPA, highest math course taken in high school, and orientation towards majoring in a science, technology, engineering or mathematics (STEM) field in college. Degree attainment does not include students who earned an Associate’s Degree. n in models have been rounded to the nearest 10 for disclosure.