Abstract

Degree attainment at the undergraduate level for women in science, technology, engineering, and mathematics (STEM) continues to be an issue of national concern, particularly when trying to explain disparaging gender differences in persistence. Thus, the purpose of this study was to examine factors that influence degree attainment for students in STEM majors at four-year colleges and universities. We were particularly interested in differential effects across gender and educational experiences, such as interacting with faculty and social involvement with peers, on degree attainment. Results support that the effects of the college experience on degree attainment in STEM are conditional on gender. Recommendations for policy and practice are offered.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 439-468
Launched on MUSE
2014-06-26
Open Access
No
Archive Status
Archived
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