دورية أكاديمية
When Expectation Isn't Reality: Racial Disparities in Overestimation and STEM Attrition among First-Year Students in College
| العنوان: | When Expectation Isn't Reality: Racial Disparities in Overestimation and STEM Attrition among First-Year Students in College |
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| اللغة: | English |
| المؤلفون: | Park, Elizabeth S. (ORCID |
| المصدر: | Journal of Higher Education. 2023 94(4):526-556. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| تاريخ النشر: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1256500 1565073 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | College Freshmen, Expectation, Racial Differences, STEM Education, Student Attrition, Minority Group Students, College Preparation, Disproportionate Representation, Academic Achievement, Introductory Courses, Student Interests, Performance |
| مصطلحات جغرافية: | California |
| DOI: | 10.1080/00221546.2022.2146570 |
| تدمد: | 0022-1546 1538-4640 |
| مستخلص: | Existing research indicates that underrepresented-in-STEM racially minoritized students with similar academic preparation are less likely than their counterparts to persist in STEM, raising the question of factors that may contribute to racial disparities in STEM participation beyond academic preparation. We extend the current literature by first examining race-based differences in what students expect to receive and their actual grades in introductory STEM college courses, a phenomenon termed as overestimation. Then, we assess whether overestimation differentially influences STEM interest and persistence in college. Findings indicate that first-year STEM students tend to overestimate their performance in general, and the extent of overestimation is more pronounced among racially minoritized students. Subsequent analyses indicate that students who overestimate are more likely to switch out of STEM, net of academic preparation. Results from regression models suggest that race-based differences in overestimation can be explained by pre-college academic and contextual factors, most notably the high school a student attended. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1389215 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher | تدمد: | 0022-1546 1538-4640 |
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| DOI: | 10.1080/00221546.2022.2146570 |