Factors Influencing Undergraduate Student Retention in STEM Majors: Career Development, Math Ability, and Demographics

Over the last two decades, Taiwan has experienced a surge in immigration due to marriage. With the growth in the incidence of international marriages, the number of immigrant children in Taiwan has sharply increased. Career development is an important factor worldwide and is thus an important issue for immigrant children in Taiwan. Many factors influence the choices of new immigrant children for their career development. The purpose of this study was to explore the factors influencing the career development of new immigrant children. The research was conducted using the qualitative research method, and data were collected from 30 participants who were new-immigrant-children university students. After analyzing the interviews of the participants, the results were analyzed. Further, on the basis of analysis of previous literature and interviews, recommendations were made for the career development of new immigrant children, such as strengthen the attainment of and respect for multi-culturalism through School, family, and social systems.

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Formulating Undergraduate Student Expectations for Better Career Development in Sales

Journal of Marketing Education ◽

10.1177/0273475314537831 ◽

2014 ◽

Vol 36 (2) ◽

pp. 120-131 ◽

Cited By ~ 14

Author(s):

Alan J. Bush ◽

Victoria D. Bush ◽

Jared Oakley ◽

John Cicala

Keyword(s):

Career Development ◽

Undergraduate Student ◽

Student Expectations

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FACTORS INFLUENCING STATE OFFICERS’ INTENTION TO LEAVE JOBS

Science and Technology Development Journal ◽

10.32508/stdj.v13i1.2082 ◽

2010 ◽

Vol 13 (1) ◽

pp. 5-16

Author(s):

Hung Quoc Vo ◽

Thi Hao Cao

Keyword(s):

Career Development ◽

Negative Relationship ◽

Intention To Leave ◽

Working Environment ◽

Factors Influencing ◽

Leadership Behaviour

The research aims to identify factors influencing State officers’ intention to leave jobs. The analysis is based on 277 questionnaires collected from 900 ones delivered. The survey found 8 factors influencing State officers’ intention to give up jobs including Person-Organisation fit; Leadership Behaviour; Team Relationship; Training and career Development; Remuneration and Recognition; Communication; Fondness and Physical working Environment which have negative relationship and statistical meanings. Given the fact by such result, these factors accounted for 35,9% of the variation of dependent variant Intention to leave jobs.

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ATTITUDES OF PRE-SERVICE TEACHERS IN PRIMARY AND PRE-SCHOOL PEDAGOGY TO WORK IN THEIR SPECIAL SUBJECT

Proceedings of CBU in Social Sciences ◽

10.12955/pss.v1.56 ◽

2020 ◽

Vol 1 ◽

pp. 111-115

Author(s):

Veselina Ivanova ◽

Eleonora Mileva

Keyword(s):

Career Development ◽

Statistical Method ◽

Primary Schools ◽

Bachelor's Degree ◽

Professional Experience ◽

Future Teachers ◽

Alternative Analysis ◽

Factors Influencing ◽

The Future ◽

School Pedagogy

The purpose of the study was to examine the attitudes of pre-service teachers in primary and pre-school pedagogy to work in their subject. 76 pre-service teachers in primary and pre-school pedagogy on the Bachelor’s degree from Trakia University in Stara Zagora participated in the research. Half of the respondents had professional experience at primary schools or kindergartens. A special questionnaire was applied, related to the attitudes of the future teachers. The statistical method used for the research was alternative analysis. Factors influencing the professional realization and career development of the future teachers in the conditions of the dynamically reforming education in Bulgaria were presented. The pre-service teachers in primary and pre-school pedagogy were willing to continue their qualification and education. The future teachers would like to work in their special subject and would not change the profession. Different motives for professional realization of future teachers were established.

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A Collective Impact Model Towards Increasing STEM Major Student Retention

10.36896/2.2fa2 ◽

2020 ◽

Vol 2 (Volume 2, Issue 2) ◽

pp. 21-30

Keyword(s):

Student Retention ◽

Stem Education ◽

Research Effort ◽

Retention Rates ◽

Collective Impact ◽

Impact Model ◽

Stem Majors ◽

Stem Major ◽

And Mathematics ◽

Hispanic Serving

This article presents the research findings of a multidisciplinary team's collective research effort at one university over a five-year period as funded by the National Science Foundation's Improving Undergraduate STEM Education (IUSE) program. A collaborative learning and retention action research effort at a large Hispanic Serving Institution is analyzed using mixed methods to document the power of collective impact as the foundation for a learning support model for students historically underrepresented majoring in science, technology, engineering and mathematics (STEM) academic programs. The actions of the team of researchers are presented to describe the Rising Stars Collective Impact model and the impacts achieved. This is a model that aligns objectives, intervention efforts, and reports collective results. The long-term goals of the Rising Stars Collective Impact multiple programs managed by the funded program team included the following: (a) to improve the campus sense of community for students historically under-represented in STEM, (b) to establish innovative and robust STEM education research-based practices to support critical skill attainment for students, and (c) to support faculty understanding of the funds of knowledge of diverse students. The positive student retention and success impacts of this research effort are measured through quantitative statistical analysis of the changes in second-year STEM undergraduate student retention rates and representation rates of women, Hispanics, and African American STEM majors.

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The Challenges and Issues of Undergraduate Student Retention and Attainment in UK Veterinary Medical Education

Journal of Veterinary Medical Education ◽

10.3138/jvme.1215-202r1 ◽

2017 ◽

Vol 44 (2) ◽

pp. 247-259 ◽

Cited By ~ 3

Author(s):

Elizabeth L. Jackson ◽

Elizabeth Armitage-Chan

Keyword(s):

Medical Education ◽

Student Retention ◽

Undergraduate Student

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Student Retention in Quantitative STEM Majors: Science Teachers and College Students' Perceptions of Push and Pull Factors

Journal of the Kentucky Academy of Science ◽

10.3101/1098-7096-82.1.1 ◽

2021 ◽

Vol 82 (1) ◽

Author(s):

Hannah E. Brewer ◽

Wilson González-Espada ◽

Robert D. Boram

Keyword(s):

College Students ◽

Student Retention ◽

Science Teachers ◽

Pull Factors ◽

Stem Majors ◽

Push And Pull Factors ◽

Push And Pull

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The Summer Bridge Program

Journal of Interdisciplinary Studies in Education ◽

10.32674/jise.v7i2.1207 ◽

2019 ◽

Vol 7 (2) ◽

pp. 20-3

Author(s):

Barbara L. Howard ◽

Lonnie Sharpe Jr.

Keyword(s):

Student Retention ◽

Best Practice ◽

Summer Bridge Program ◽

Summer Bridge Programs ◽

Summer Bridge ◽

Stem Majors ◽

Freshman Year ◽

Bridge Programs ◽

Bridge Program ◽

And Mathematics

Student retention is a consequential effort of all institutions of higher learning today. The survival of the institution is dependent upon the success of students in obtaining their degrees (Knox, 2005; Noel, 1978). In order to continue to grow a base of Science, Technology, Engineering and Mathematics (STEM) students and produce quality graduates, it is imperative that best practices in student success and retention be identified, documented and replicated. This study looked at the Tennessee Louis Stokes Alliance for Minority Participation Summer Bridge program results in STEM major retention and success in designated courses. Three years of the TLSAMP Summer Bridge were randomly chosen from the inception of the first joint TLSAMP Summer Bridge Program in 2004 and the last one in 2013. The years chosen for this study were 2008, 2012 and 2013. The following information was gathered for participants in the 2008, 2012, and 2013 TLSAMP Summer Bridge Programs: (1) Major, (2) If student returned to school after freshmen year (3) If a change of major after freshman year, ( (4) First English course grade, and (5) First Math course grade. TLSAMP Summer Bridge showed an indication to be a best practice for student retention and success in those targeted courses addressed in the bridge program. From a broader perspective, it can be inferred that what works for STEM majors can also work for other majors when tailored for them and the culture of the institution. Further study on the effectiveness and implementation of summer bridge programs on student recruitment and student retention is recommended.

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