scholarly journals Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Melvin Vooren ◽  
Carla Haelermans ◽  
Wim Groot ◽  
Henriette Maassen van den Brink
Keyword(s):  
Higher Education ◽  
High School ◽  
Female Students ◽  
Register Data ◽  
Drop Out ◽  
Dropout Rates ◽  
Study Success ◽  
Stem Programs ◽  
Long Run ◽  
And Mathematics

Abstract Background In this paper, we investigate the predictors for enrollment and success in Science, Technology, Engineering, and Mathematics (STEM) programs in higher education. We develop a sequential logit model in which students enroll in STEM education, may drop out from STEM higher education, or continue studying until they graduate in an STEM field. We use rich Dutch register data on student characteristics and high school exam grades to explain the differences in enrollment, success, and dropout rates. Results We find that females are less likely to enroll in STEM-related fields, while students with higher high school mathematics grades are more likely to enroll in STEM. Female students have lower first-year dropout rates at university of applied sciences STEM programs. With respect to study success, we find that conditional on enrollment in STEM, women are less likely to graduate than men within the nominal duration or the nominal duration plus one additional year. However, female students do perform equally well as male students in terms of graduation within 10 years. Conclusions We conclude that STEM programs are less popular among female students and that female students are less likely to graduate on time. However, females perform equally well in STEM higher education in the long run. For this reason, policy should be geared at increasing study success in terms of nominal graduation rates among female STEM students.

scholarly journals Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers

2022 ◽  
Vol 11 (1) ◽  
pp. 469-480
Author(s):  
Giang-Nguyen T. ◽  
Byron Havard ◽  
Barbara Otto
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Involvement ◽  
Drop Out ◽  
Negative Effects ◽  
School Students ◽  
Education Statistics ◽  
Using Data ◽  
And Mathematics ◽  
The Individual

<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>

Reinventing Another Unaipon: Indigenous Science Leaders for the Future

2017 ◽  
Vol 47 (2) ◽  
pp. 216-225
Author(s):  
Karen Trimmer ◽  
Graeme Gower ◽  
Graeme Lock
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
Small Sample ◽  
Indigenous Science ◽  
Stem Programs ◽  
Science Technology ◽  
Torres Strait ◽  
And Mathematics ◽  
Education Science ◽  
Australian Universities

The education of Indigenous and Torres Strait Islander students in Australian universities has received considerable attention in both the literature and government policy in the 21st century. The participation and graduation rates for Indigenous and Torres Strait Islander students in higher education Science, Technology, Engineering and Mathematics (STEM) programs have remained low and are becoming a particular focus in universities across Australia. This paper reflects on the life and contribution of David Unaipon, the enrolment data from a small sample of universities across Australia and the literature to discuss potential strategies for improving the access to, participation in and graduation from higher education STEM courses.

ANALISIS KAUSALITAS KEMISKINAN, PEKERJA ANAK DAN PUTUS SEKOLAH DI INDONESIA

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Selvia ◽  
Yeniwati Yeniwati
Keyword(s):  
Child Labor ◽  
Child Protection ◽  
Drop Out ◽  
Dropout Rates ◽  
Data Types ◽  
Short Term ◽  
Causality Test ◽  
Long Run ◽  
Causality Relationship ◽  
Inductive Analysis

This study was conducted to determine and analyze the relationship between poverty variables, child labor and dropout rates in Indonesia and how the response of a variable due to the shock of other variables. This type of research is descriptive and associative research, with the data used are secondary data types, namely panel data from 33 provinces in Indonesia from 2010 to 2018 with data collection techniques documentation and literature studies obtained from related institutions and institutions namely the Central Statistics Agency and the Ministry of Women's Empowerment and Child Protection. Analysis of the data used in this research is descriptive analysis and inductive analysis. In the inductive analysis there are several tests that must be performed, namely: (1) Unit root test, (2) Determination of Optimum Lag, (3) Stability Test, (4) Granger Causality Test, (5) Cointegration Test, (6) PVAR Test , (7) IRF test and (8) VD testThe results in this study explain that (1) poverty and child labor do not have a causality relationship only has a one-way relationship while poverty and drop out have a causality relationship. Furthermore, child labor and dropout rates have a causal relationship. The FEVD analysis explains that (4) In the short term child labor and dropout rates do not contribute to influencing the movement of poverty in Indonesia while in the long run child labor shocks and dropout rates affect the variability of poverty in Indonesia. (5) In the short term the variability of child labor is only affected by poverty while in the long run poverty shocks and dropout rates affect the movement of child labor in Indonesia. (6) variability in the number of dropouts in the short and long term is influenced by poverty shocks and dropout rates.

Massive Open Online Courses and Integrating Open Source Technology and Open Access Literature Into Technology-Based Degrees

2018 ◽  
pp. 7898-7911
Author(s):  
Maurice Dawson ◽  
Sharon L. Burton ◽  
Dustin Bessette ◽  
Jorja Wright
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Open Source ◽  
Online Courses ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Stem Programs ◽  
And Mathematics ◽  
Faculty And Administrators

Massive Open Online Courses (MOOCs) are a new phenomenon of course delivery for students, faculty, and administrators to use. As this technology continues to grow in the short term it is essential to develop a method in which Open Source Software (OSS), open source technologies, and open access literature can be incorporated to strengthen the MOOC environment. Strengthening the MOOC environment can be used as a method to increase retention as well as increase enrollment in higher education. As Science, Technology, Engineering, and Mathematics (STEM) programs are going online it is imperative that the tools meet the demands of today's marketplace. This chapter provides insights on these open technology solutions so that current and future MOOCs can be enhanced with little to no cost added.

scholarly journals Developing a national approach to improve student success in higher education: New insights from a comparative analysis of England and the Czech Republic

2019 ◽  
Vol 9 (2) ◽  
pp. 165-188
Author(s):  
Liz Thomas
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Drop Out ◽  
Study Success ◽  
The Czech Republic ◽  
National Policies ◽  
Success In Higher Education ◽  
Policy Alignment ◽  
Definition Of ◽  
National Approach

Increasing the number of students who complete their higher education (HE) studies is growing significantly across Europe; it is seen to contribute to individual and national prosperity, and to improve the efficiency of the HE system. The Higher Education Drop-out and Completion in Europe project examined the issue of “study success.” The methodology utilized a literature and policy review, two surveys of an HE expert in each European country, and eight in-depth mixed-method national case studies. This paper considers how in many European countries study success is not explicitly defined, and national policies can be ambiguous or even detrimental due to the lack of clarity about, and alignment with, study success. These flaws are reinforced by the lack of indicators and tools to measure study success, which would facilitate evaluation to improve national policies and institutional actions. These issues are illuminated by a comparison between the Czech Republic and England. A widely agreed definition of study success contributes to better policy alignment and allows performance indicators to be developed, which fosters a more coherent national and institutional approach to improving study success, but this needs to be underpinned by a shared national commitment, which values and promotes study success.

Increasing Gifted Women’s Pursuit of STEM: Possible Role of NYC Selective Specialized Public High Schools

2020 ◽  
Vol 43 (2) ◽  
pp. 167-188
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
Female Students ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examines female graduates ( N = 616) from seven honors colleges in the Northeastern United States and the relationship between attending a New York City (NYC) selective specialized public high school and graduating with a science, technology, engineering, and mathematics (STEM) degree from an honors college. A causal-comparative study design was applied. The study found a significant difference ( p < .05) in choice of college major (STEM vs non-STEM) between participants who graduated from a NYC selective specialized public high school and those who graduated from any other high school. These results support a positive relationship for female students between attending a NYC selective specialized public high school and graduating from an honors college with a degree in STEM. The implications of providing an appropriately challenging education for gifted female students are discussed.

scholarly journals Pursuing gender equality in Astronomy in basic education: the case of the project “Girls in the Museum of Astronomy and Related Sciences”

2019 ◽  
Vol 200 ◽  
pp. 02010
Author(s):  
Sandra Benitez-Herrera ◽  
Patrícia F. Spinelli ◽  
Sonia Mano ◽  
Ana Paula Germano
Keyword(s):  
High School ◽  
Scientific Knowledge ◽  
Role Models ◽  
Basic Education ◽  
Female Students ◽  
Young Females ◽  
Scientific Careers ◽  
Science Technology ◽  
Intellectual Capacity ◽  
And Mathematics

It is well known that the number of women in scientific careers is significantly lower than the number of men, especially in Science, Technology, Engineering and Mathematics (STEM) areas. Considering that science should be used for the benefit of all, by excluding women from the production process of scientific knowledge, we are giving up of 50% of the intellectual capacity to different science fields. Thus, the Museum of Astronomy and Related Sciences, whose mission is to expand society's access to scientific knowledge, promotes the project "Girls in the Museum", aimed at the continuous education of seven high-school female students in topics of astronomy with the goal of stimulating them into liking science. Concurrently with the project, interviews were conducted to evaluate the initiative according to the participants' perspectives, as well as to understand their perceptions about science prior and after six months of the project. We found that the participants were satisfied with the format and content of the project, comprised of theoretical talks and practical workshops. The resulting discourses show that they now view science as something closer to their lives and are more confident to promote scientific discussions. These results show the importance of providing young females with role models they can look up, especially at the age when they are about to make decisions concerning their future career.

scholarly journals The Position of STEM Higher Education Courses in the Labor Market

2020 ◽  
Vol 10 (5) ◽  
pp. 62
Author(s):  
Tamas Laszlo Kersanszki ◽  
Laszlo Nadai
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Career Guidance ◽  
Drop Out ◽  
Sufficient Information ◽  
The European Union ◽  
Upper Secondary Education ◽  
Active Involvement ◽  
Stem Programs ◽  
Educational Challenges

Using the Hungarian Higher Education Enrollment and Student Statistics, we address the major higher educational challenges facing STEM education, not only in Hungary but also in the European Union. We include the lack of methodologies for a transition to upper secondary education, the low enrollment rate for STEM programs and the high drop-out rates in these programs for various countries, including the presence of 'fall objects'. Based on enrollment numbers, we capture the characteristics of STEM undergraduate and graduate courses and training institutions, highlighting the regional differences and the resulting individual interventions. Examining the statistical evidence behind STEM training, we conclude that Hungarian applicants for higher education do not have sufficient information concerning possible STEM career paths. The Labor market needs are not sufficiently reflected in curriculums and the development of basic competencies are not provided. The education is, therefore, typically, far from real-world workplace situations and problem-solving needs. This study points to a need to reinterpret STEM training, to ensure future supply, through training and career guidance, highlighting a more active involvement of women and disadvantaged groups in STEM courses.

scholarly journals High school learners views on benefits derived from attending career talks: Need for sound career guidance

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Zamandlovu S. Makola ◽  
Pumeza Saliwe ◽  
Itumeleng Dube ◽  
Ramodungoane Tabane ◽  
Awelani V. Mudau
Keyword(s):  
High School ◽  
Role Models ◽  
Career Guidance ◽  
Basic Education ◽  
School Context ◽  
Drop Out ◽  
School Level ◽  
Work Experiences ◽  
High School Level ◽  
And Mathematics

Tertiary institutions in South Africa are experiencing alarming undergraduate drop-out rates. This has partly been attributed to students’ inadequate preparation, and failure to gather information on, and planning for, their careers. The need for sound career guidance at the high school level is key, making the role of Life Orientation (LO) increasingly prominent. The aim of this study was to determine what benefits high school learners derive from attending career talks. To this end, a qualitative study was conducted with Grade 10 learners studying STEM (science, technology, engineering, and mathematics) at a township high school in Mamelodi, Tshwane. Data were collected using a qualitative questionnaire and analysed thematically. The findings demonstrated the importance of role models sharing information on their careers and work experiences. Another finding pertained to the importance of information on diverse careers, for the development of learners’ career self-efficacy as students of STEM in a township high school context. The findings highlight the importance of LO teachers organising career workshops. The study will benefit the Department of Basic Education, businesses, and employers as key stakeholders, by helping to enhance the career development of future employees and entrepreneurs.

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