Despite growing diversity among Asian Americans, little attention has been given to the diverse experiences and outcomes of Asian American subgroups in science, technology, engineering, and mathematics (STEM) fields. Using a nationally representative data set, High School Longitudinal Study of 2009 (HSLS:09), this study examines Asian American students' various pathways of entrance into STEM majors by college selectivity. Results show different patterns of STEM major selection among Asian ethnic subgroups that are not uniformly applied to all types of college selectivity, thereby revealing the heterogeneity within Asian American populations and suggesting the peril of the monolithic stereotype of Asian American students in STEM fields. Analyses further disclose that disparities of STEM major selection among Asian ethnic subgroups can be partially but not fully explained by high school math achievement.
Using the National Center for Education Statistics 2002–2012 Educational Longitudinal Study (ELS) data set, this study examines the relation between college undermatching and bachelor’s degree attainment, and whether the influences of undermatching on bachelor’s degree attainment vary by race/ethnicity. Results revealed students who undermatched were less likely to graduate college within 4 years, as well as 6 years, than students who matched to a college commensurate with their academic qualifications. The evidence also showed the negative relation between college completion and undermatching was stronger among students with a relatively high probability of graduation. Thus, policymakers and educators need to be concerned about bachelor’s degree attainment for even highly qualified students if they are undermatched. Our results also illustrate that race/ethnicity and undermatching effects on degree completion can be best understood in concert rather than separately. It suggests that undermatching can be a mechanism for structural inequality in terms of bachelor’s degree attainment across racial/ethnic groups. In particular, the bachelor’s degree attainment gap among Hispanics based on undermatching was the largest across race/ethnicity groups. We highlight the importance of addressing Hispanic undermatching, as Hispanics show the greatest negative effects of undermatching among all student groups.
The purpose of this study is to compare and contrast student, teacher, and school factors that are associated with student mathematics achievement in South Korea and the United States. Using the data from the Trends in International Mathematics and Science Study (TIMSS) 2011, this study examines factors that are linked to teachers who deliver quality instruction with high self-efficacy in both countries. We also investigate the association between teachers with high-quality instruction and high self-efficacy and 8th graders' mathematics achievement. It was found that teachers' perceived academic emphasis was commonly associated with teachers who claimed to provide high-quality mathematics instruction with high self-efficacy. However, the two countries' results differed in the association between teachers' opportunities to learn in professional development programs and high-quality instruction with high self-efficacy. Implications from this study suggest that the quality and training of teachers and students' gender gap in achievement are significant issues.
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