Navigating STEM Major and Transfer Destination Choices: Community College Student Experiences through the Lens of Practice Theory

Abstract

Objective/Research Question: This research explores how community college students, who are underrepresented in science, technology, engineering, and mathematics (STEM) fields and aspire to vertical transfer in STEM make choices about majors and transfer destinations. The question is important to advancing equity in STEM, which continues to perpetuate disparities in attainment for minoritized, first-generation, and financially disadvantaged students, who disproportionately enter higher education in community colleges. Methods: Using a longitudinal, qualitative research design, the study relied on semi-structured interviewing to generate in-depth evidence about student experiences. Results: Findings showed that career goals were uniformly influential to students, yet career information was unevenly available or comprehensible during community college. Students’ choices about what to major in and where to transfer were iterative and intertwined, with these choices deeply connected to students’ families and lifetime priorities. Delays in student decision-making tended to have less to do with uncertain individual preferences than to lack of information about a specific STEM major and its alignment with possible future degrees, transfer destinations, and career pathways, as well as contingencies associated with the transfer admission process. Conclusions/Contributions: This research demonstrated STEM-specific nuance in how underrepresented community college students navigate major, career, and transfer destination decision-making as well as the influence of family and location-based priorities in student choices. Future research should investigate how to best provide directional support for students’ major and transfer destination decisions, including major-to-career awareness and the academic and personal dimensions of transfer.

“The Hawkins bubble”: How a private, religious college supports lesbian, gay, bisexual, transgender, queer, and other gender and sexual minority students to thrive.

“…When broadly examining higher education, scholars used practice theory to explain how students choose academic majors (Holland Zahner, 2023), gain capital based on social status and class (i.e., firstgeneration, middle-class, and affluent students; Patton et al, 2016), and make the choice to attend college (Tierney, 2008). Access and retention are important factors when it comes to college success, and Tierney (2008) used practice theory to explain how cultural capital provides a set of skills that aid students through the admission process and persistence in college.…”