Stepping into STEM: Rural students pathways to STEM fields

Given predicted demand for skills in science, technology, engineering and math (STEM), much recent attention has been focused on recruitment and retention of under-represented groups (by race/ethnicity, gender and class) into... [ view full abstract ]

Given predicted demand for skills in science, technology, engineering and math (STEM), much recent attention has been focused on recruitment and retention of under-represented groups (by race/ethnicity, gender and class) into STEM fields. Less emphasis has been placed on geographic differences in STEM access and success.  This project examines rural-urban-surburban differences in access and success in STEM education at the secondary and postsecondary level.  Using data from the National High School Longitudinal Survey of 2009 (HSLS09) we investigate students’ trajectories through high school STEM curricula and subsequent matriculation into college in STEM fields.  The HSLS09 data are particularly well suited to analysis of students’ progress through STEM fields due to a focus on high school STEM preparation and exposure.  Analysis includes student, family and school characteristics.  Preliminary results suggest that students from rural and small town high schools exhibit lower STEM orientation, are less likely to graduate high school, less likely to matriculate to college, and if they enroll in college less likely to apply to or attend selective institutions and less likely to pursue STEM majors in college.