Date of Award

Spring 2021

Degree Name

Bachelor of Arts

Major

Educational Studies, Mathematics

First Advisor

Michael Preston

Second Advisor

Jia-Hui Stefanie Wong

Third Advisor

Nancy J Wyshinski

Abstract

There is a large disparity in current STEM education across racial and socio-economic status. The result is detrimental to these student populations, especially since STEM study and occupations are often used as an agent of economic mobility. So how do student and school characteristics in high school affect student outcomes in STEM? Using data from the HSLS:09, I used logistical regression analysis and cross tabs to find that student academic achievement and student SES were the biggest factor when predicting student performance and perception odds in STEM. Race and gender were also statistically significant characteristics when predicting student perception and performance outcomes. Surprisingly, school characteristics were not predictive of student performance and perception outcomes. The results show that mathematics education is not meritocratic, and schools need to do more to better foster student interest and success in STEM post-secondary for vulnerable student populations.

Comments

Senior project completed at Trinity College, Hartford CT for the degree of Bachelor of Arts in Educational Studies and Mathematics.

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