ABSTRACT

Earning poor grades in early science, technology, engineering, and mathematics (STEM) college courses decreases the likelihood that a student will major in STEM. However, grades in first-year STEM courses do not impact students evenly, making it hard to know if early “gatekeeping” courses selectively push some students out of STEM. This descriptive study examines the relationship between grades and STEM persistence for first- and continuing-generation students. Using transcript and survey data from three moderately-selective postsecondary institutions, I find that among students with high STEM GPAs, first-generation students are less likely than their continuing-generation peers to persist in STEM, net background preparation and characteristics. Moreover, first-year STEM grades alone account for a substantial portion of the differences in the likelihoods of studying STEM. While first-generation students are slightly less responsive to their early STEM grades than continuing-generation students, their comparatively lower early STEM grades are a significant driver of persistence differences.

摘要

在早期的科学、技术、工程和数学 (STEM) 大学课程中成绩不佳会降低学生主修 STEM 的可能性。然而，一年级 STEM 课程的成绩对学生的影响并不均衡，因此很难知道早期的“守门”课程是否有选择地将一些学生赶出了 STEM。这项描述性研究检查了第一代和后续学生的成绩与 STEM 持久性之间的关系。使用来自三所中等选择性高等教育机构的成绩单和调查数据，我发现在 STEM GPA 较高的学生中，第一代学生比他们的下一代同龄人更不可能坚持 STEM、净背景准备和特点。而且，仅一年级 STEM 成绩就占了学习 STEM 可能性差异的很大一部分。虽然第一代学生对他们早期 STEM 成绩的反应略低于继续一代学生，但他们相对较低的早期 STEM 成绩是持续性差异的重要驱动因素。