224
Views
1
CrossRef citations to date
0
Altmetric
Articles

STEM Magnet High Schools and Student Intent to Declare a STEM Major

ORCID Icon, ORCID Icon & ORCID Icon
Pages 79-93 | Received 01 Jul 2020, Accepted 11 Sep 2020, Published online: 08 Dec 2020

References

  • America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act, Pub. L. No. 110-69 § 121 Stat. 603 (2007).
  • Betts, J., Kitmitto, S., Levin, J., Bos, J., & Eaton, M. (2015). What happens when schools become magnet schools? A longitudinal study of diversity and achievement. American Institutes for Research. https://files.eric.ed.gov/fulltext/ED556800.pdf
  • Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter?Gender and Education, 17(8), 369–386.
  • Bottia, M. C., Stearns, E., Mickelson, R. A., & Moller, S. (2018). Boosting the numbers of STEM majors? The role of high schools with a STEM program. Science Education, 102(1), 85–107. https://doi.org/10.1002/sce.21318
  • Bottia, M. C., Stearns, E., Mickelson, R. A., Moller, S., & Parker, A. D. (2015). The relationships among high school STEM learning experiences and students’ intent to declare and declaration of a STEM major in college. Teachers College Record, 117(4), 1–43.
  • Chen, X. (2012). STEM in postsecondary education: Entrance, attrition, and coursetaking among 2003-2004 beginning postsecondary students (NCES 2013-152). U. S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. http://nces.ed.gov/pubs2013/2013152.pdf
  • Chen, X. (2013). STEM attrition: College students’ paths into and out of STEM fields. Statistical analysis report (NCES 2014-001). U. S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. http://nces.ed.gov/pubs2014/2014001rev.pdf
  • Davis, T. M. (2014). School choice and segregation: “Tracking” racial equity in magnet schools. Education and Urban Society, 46(4), 399–433.
  • Duprey, M. A. B., Pratt, D. J., Jewell, D. M., Cominole, M. B., Fritch, L. B., Ritchie, E. A., Rogers, J. E., Wescott, J. D., & Wilson, D. H. (2018). High school longitudinal study of 2009 (HSLS:09) base year to second follow-up. Data file documentation (NCES 2018-140). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015037rev
  • Enberg, M., E., & Wolniak, G. C. (2013). College student pathways to the STEM disciplines. Teachers College Record, 115(1), 1–23.
  • Erdogan, N., & Stuessy, C. L. (2015a). Examining the role of inclusive STEM schools in the college and career readiness of students in the United States: A multi-group analysis on the outcome of student achievement. Educational Sciences: Theory and Practice, 15(6), 1517–1529.
  • Erdogan, N., & Stuessy, C. L. (2015b). Modeling successful STEM high schools in the United States: An ecology framework. International Journal of Education in Mathematics, Science and Technology, 3(1), 77–92.
  • Every Student Succeeds Act, Pub. L. No. 114-95 § 114 Stat. 1177 (2015).
  • Fayer, S., Lacey, A., Watson, A. (2017). STEM occupations: Past, present, and future. U.S. Bureau of Labor Statistics. https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf
  • Fouad, N. A., & Kantamneni, N. (2013). The role of race/ethnicity in career choice, development, and adjustment. In S. D. Brown, & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work. (2nd ed., pp. 215–244). Wiley.
  • Fouad, N. A., & Santana, M. C. (2017). SCCT and underrepresented populations in STEM fields: Moving the needle. Journal of Career Assessment, 25(1), 24–39. https://doi.org/10.1177/1069072716658324
  • Frankenberg, E., & Siegel-Hawley, G. (2009). An overlooked model. American School Board Journal, 196(11), 34–35.
  • Gamoran, A. (1996). Student achievement in public magnet, public comprehensive, and private city high schools. Educational Evaluation and Policy Analysis, 18(1), 1–18.
  • Goldring, E., & Smrekar, C. (2002). Magnet schools: Reform and race in urban education. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 76(1), 13–15. https://doi.org/10.1080/00098650209604939
  • Grooms, A. A., & Williams, S. M. (2015). The reversed role of magnets in St. Louis: Implications for Black Student Outcomes. Urban Education, 50, 454–473.
  • Heeringa, S. G., West, B. T., & Berglund, P. A. (2010). Applied survey data analysis. Chapman & Hall/CRC.
  • Hinojosa, T., Rapaport, A., Jaciw, A., LiCalsi, C., Zacamy, J. (2016). Exploring the foundations of the future STEM workforce: K–12 indicators of postsecondary STEM success. https://files.eric.ed.gov/fulltext/ED565641.pdf
  • Ingels, S. J., Pratt, D. J., Alexander, C. P., Jewell, D. M., Lauff, E., Mattox, T. L., Wilson, D. (2014). Educational longitudinal study of 2002. Third follow-up data file documentation (NCES 2014-364). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubs2014/2014364.pdf
  • Ingels, S. J., Pratt, D. J., Herget, D. R., Burns, L. J., Dever, J. A., Ottem, R., Rogers, J. E., Jin, Y., & Leinwand, S. (2011). High school longitudinal study of 2009 (HSLS:09). Base-year data file documentation (NCES 2011-328). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/surveys/hsls09/pdf/2011328_1.pdf
  • Ingels, S. J., Pratt, D. J., Herget, D. R., Dever, J. A., Fritch, L. B., Ottem, R., Rogers, J. E., Kitmitto, S., & Leinwand, S. (2013). High School Longitudinal Study of 2009 (HSLS:09) base year to first ­follow-up data file documentation (NCES 2014-361). U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences. https://nces.ed.gov/pubs2014/2014361.pdf
  • Jobs for the Future. (2007). The STEM workforce challenge: The role of the public workforce system in a national solution for a competitive science, technology, engineering, and mathematics (STEM) workforce. U.S. Department of Labor Employment and Training Administration. http://www.doleta.gov/youth_services/pdf/STEM_Report_4%2007.pdf
  • Kreuter, F., & Valliant, R. (2007). A survey on survey statistics: What is done and can be done in Stata. The Stata Journal: Promoting Communications on Statistics and Stata, 7(1), 1–21. http://www.stata-journal.com/article.html?article=st0118https://doi.org/10.1177/1536867X0700700101
  • LaForce, M., Noble, E., King, H., Century, J., Blackwell, C., Holt, S., Ibrahim, A., & Loo, S. (2016). The eight essential elements of inclusive STEM high schools. International Journal of STEM Education, 3(1), 1–11. https://doi.org/10.1186/s40594-016-0054-z
  • Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social cognitive career theory. In D. Brown (Ed.), Career choice and development (pp. 255–311). Jossey-Bass.
  • Lent, R. W., Hackett, G., & Brown, S. D. (1999). A social cognitive view of school‐to‐work transition. The Career Development Quarterly, 47(4), 297–311. https://doi.org/10.1002/j.2161-0045.1999.tb00739.x
  • Lent, R. W., Sheu, H. B., Miller, M. J., Cusick, M. E., Penn, L. T., & Truong, N. N. (2018). Predictors of science, technology, engineering, and mathematics choice options: A meta-analytic path analysis of the social–cognitive choice model by gender and race/ethnicity. Journal of Counseling Psychology, 65(1), 17–35. https://doi.org/10.1037/cou0000243
  • Magnet Schools of America. ( n.d.). A brief history of magnet schools. http://www.magnet.edu/resources/msa-history
  • Means, B., Confrey, J., House, A., Bhanot, R. (2008). STEM high schools: Specialized science technology engineering and mathematics secondary schools in the US. SRI International. https://www.sri.com/sites/default/files/publications/ imports/STEM_Report1_bm08.pdf
  • Means, B., Wang, H., Young, V., Peters, V. L., & Lynch, S. J. (2016). STEM‐focused high schools as a strategy for enhancing readiness for postsecondary STEM programs. Journal of Research in Science Teaching, 53(5), 709–736. https://doi.org/10.1002/tea.21313
  • Museus, S., Palmer, R., Davis, R., & Maramba, D. (2011). Special issue: Racial and ethnic minority students’ success in STEM education. ASHE Higher Education Report [Serial Online], 36, 1–140.
  • National Center for Education Statistics. (2012). Numbers and types of public elementary and secondary schools from the Common Core of Data: School year 2010-11. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/pubs2012/pesschools10/tables/table_02.asp
  • National Center for Education Statistics. (2017). The condition of education–elementary and secondary education: Characteristics of traditional public schools and public charter schools. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator_cla.asp
  • National Center for Education Statistics. (2018a). High school longitudinal study of 2009 [Restricted-use data file]. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/surveys/hsls09/hsls09_data.asp
  • National Center for Education Statistics. (2018b). Integrated postsecondary education data system: Classification of Instructional Program (CIP). U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55
  • National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. The National Academies Press. https://www.nap.edu/catalog/13158/successful-k-12-stem-education-identifying-effective-approaches-in-science
  • National Science Foundation, National Center for Science and Engineering Statistics. (2017). Women, minorities, and persons with disabilities in science and engineering. Table 2-8. Intentions of freshmen to major in S&E fields, by race or ethnicity and sex: 2014. https://www.nsf.gov/statistics/2017/nsf17310/static/data/tab2-8.pdf
  • National Science Foundation, National Center for Science and Engineering Statistics. (2019a). Women, minorities, and persons with disabilities in science and engineering. Table 1-2. Resident population of the United States, by sex, race, or ethnicity, and age: 2016. https://ncses.nsf.gov/pubs/nsf19304/data
  • National Science Foundation, National Center for Science and Engineering Statistics. (2019b). Women, minorities, and persons with disabilities in science and engineering. Table 5-7. Bachelor’s degrees awarded, by citizenship, ethnicity, race, sex, and field: 2016. https://ncses.nsf.gov/pubs/nsf19304/data.
  • Orfield, G., Frankenberg, E., Ee, J., Kuscera, J. (2014). Brown at 60: Great progress, a long retreat and an uncertain future. University of California, The Civil Rights Project/Proyecto Derechos Civiles. http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future
  • Parents Involved in Community Schools v. Seattle Public School District No. 1, 551 U.S. (2007).
  • Peters-Burton, E. E., Lynch, S. J., Behrend, T. S., & Means, B. B. (2014). Inclusive STEM high school design: 10 critical components. Theory into Practice, 53(1), 64–71. https://doi.org/10.1080/00405841.2014.862125
  • President’s Council of Advisors on Science and Technology. (2010). Prepare and inspire: K-12 education in science, technology, engineering, and mathematics (STEM) for America’s future. https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemed-report.pdf
  • Riegle-Crumb, C., & King, B. (2010). Questioning a white male advantage in STEM examining disparities in college major by gender and race/ethnicity. Educational Researcher, 39(9), 656–664. https://doi.org/10.3102/0013189X10391657
  • Riegle-Crumb, C., King, B., & Irizarry, Y. (2019). Does STEM stand out? Examining racial/ethnic gaps in persistence across postsecondary fields. Educational Researcher, 48(3), 133–144. https://doi.org/10.3102/0013189X19831006
  • Rosenbloom, S. R., & Way, N. (2004). Experiences of discrimination among African American, Asian American, and Latino adolescents in an urban high school. Youth & Society, 35(4), 420–451.
  • Stapleton, L. M. (2008). Variance estimation using replication methods in structural equation modeling with complex sample data. Structural Equation Modeling, 15(2), 183–201.
  • Synder, T., Musu-Gillette, L. (2015, April 16). Free or reduced priced lunch: A proxy for poverty? [Web log post]. http://nces.ed.gov/blogs/nces/post/free-or-reduced-price-lunch-a-proxy-for-poverty
  • Wang, J., & Herman, J. (2017). Magnet schools: History, description, and effects. In R. A. Fox & N. K. Buchanan (Eds.), The Wiley handbook of school choice: An international sourcebook for practitioners, researchers, policy-makers and journalists (pp. 158–179). John Wiley and Sons.
  • Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081–1121.
  • Weis, L., Eisenhart, M., Cipollone, K., Stich, A. E., Nikischer, A. B., Hanson, J., Leibrandt, S. O., Allen, C. D., & Dominguez, R. (2015). In the guise of STEM education reform opportunity structures and outcomes in inclusive STEM-focused high schools. American Educational Research Journal, 52(6), 1024–1059. https://doi.org/10.3102/0002831215604045
  • Wiswall, M., Stiefel, L., Schwartz, A. E., & Boccardo, J. (2014). Does attending a STEM high school improve student performance? Evidence from New York City. Economics of Education Review, 40, 93–105. https://doi.org/10.1016/j.econedurev.2014.01.005

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.