Examining the relationship between AP STEM course‐taking and college major selection: Gender and racial differences

Abstract

Background: To meet the growing demand for the science, technology, engineering, and mathematics (STEM) workforce and remain competitive in the fields of science and technology over the next decade, the United States is expected to need more than 1 million additional STEM professionals. This would require an annual increase of 34% in undergraduate STEM degrees over the next decade to meet the projected need. Purpose: This study examined the relationship between Advanced Placement (AP) STEM course-taking in high school and selection of college STEM majors and whether the relationship differs by gender and race/ethnicity. Design/Method: For controlling student and school factors, a binary logistic regression model with the clustered standard error was utilized to determine the relationship between AP STEM course-taking and STEM major selection. Multinomial logistic regression was conducted to further understand how AP STEM course-taking was associated with engineering major selection. The analysis included a series of interaction effects tests, examining the variation of gender and racial/ethnic differences in STEM and, more specifically, engineering major selection as a function of AP STEM course-taking. Results: Findings indicate gender and AP STEM course exposure are significant in predicting STEM major selection. Interaction effects test results further show that the relationship between AP STEM course-taking and STEM major selection varies significantly by gender. A similar pattern is found in the relationship between AP STEM course-taking and engineering major selection. Conclusion: This study provides much-needed empirical evidence to understand the relationships between AP STEM courses course-taking in high school and the selection of college STEM majors and how such relationships vary by race/ethnicity and gender. Additional research is encouraged to inform future educators and policymakers in promoting equity for students in pursuing paths to STEM and, more specifically, engineering-related careers.

Improving Student Access to and Teacher Training for Advanced Placement

“…With the recent emphasis on graduation pathways and STEM careers, students have the opportunity to participate in AP science and math courses as part of their STEM career preparation. Jewett (2019) finds that participation in AP STEM courses has been a significant predictor of STEM major selection in college. This result is similar to findings in a College Board Report in which Smith et al (2018) determine that taking an AP STEM exam favorably influences postsecondary outcomes including first year GPA and STEM major completion rates, regardless of whether a student was successful on the AP STEM exam.…”

Quo Vadis Racial Disparities? Trend Analysis of the Participation and Top Achievement in Advanced Placement Computer Science Exams

“…The lack of access to CS education opportunities for students from underrepresented populations is not only an educational equity problem, but it also means that, if left unaddressed, these students will be disadvantaged when preparing for computing-intensive jobs (Camp et al, 2017). Wyatt et al (2020), for example, highlighted that students who take AP CS courses are more likely to declare their major in computing and STEM in college (Brown & Brown, 2020; Jewett & Chen, 2022).…”

AP Calculus and Science Coursetaking: Their Relationships With Choosing a STEM Major and Expecting to Be in a STEM Occupation

“…Jewett (2019) used data from the High School Longitudinal Study of 2009 (HSLS:09) to examine the effects of a number of STEM-related variables on the odds of choosing a STEM major in college. The variables examined included educational aspirations, measures of mathematics and science self-efficacy, the number of STEM courses taken, and the number of AP STEM courses taken.…”

“…Only two of the studies use nationally representative samples of U.S. students. Tai et al (2010) used a nationally representative sample of eighth graders in 1988, and Jewett (2019) used a nationally representative sample of ninth graders in 2009. These are the same two studies that also measured whether students actually chose a STEM major in college rather than using prospective measures (an expectation of majoring in STEM) as Warne et al (2019) and Sadler et al (2014) used in their studies.…”

“…Advanced Placement (AP) coursetaking in high school has been seen as an important lever in STEM education through the role it may play in the choice of a STEM major in college and the choice of a STEM occupation after college. Indeed, several studies have found a positive relationship between AP coursetaking and choosing a STEM major in college (Ackerman et al, 2013; Jewett, 2019; Mattern et al, 2011; Morgan & Klaric, 2007; Robinson, 2003; Tai et al, 2010). However, recent research by Warne et al (2019) and Sadler et al (2014) found that when prior interest in STEM and other preexisting differences are taken into account, the relationship between AP coursetaking and students’ reported likelihood of choosing a STEM major in college or expecting to be in a STEM career is greatly attenuated or disappears entirely.…”