From secondary STEM endorsement completion to postsecondary enrollment and STEM major choice
DOI:
https://doi.org/10.32674/wfhyap72Keywords:
STEM endorsement, postsecondary enrollment, STEM major choice, social cognitive career theory , STEM education , high school students, educational pathwaysAbstract
This study examined the association between STEM endorsement completion and postsecondary enrollment and STEM major choice among Texas public high school students. Using statewide longitudinal data from the Texas Education Research Center, we followed 106,788 students who entered 9th grade in 2014 and graduated in 2018. Guided by Social Cognitive Career Theory, binary logistic regression models assessed the role of STEM endorsement completion alongside sociodemographic characteristics and school academic context. Results indicated that STEM endorsement completion was strongly associated with both postsecondary enrollment and STEM major choice. Gender, race/ethnicity, socioeconomic status, immigrant status, career and technical education (CTE) participation, gifted/talented designation, and at-risk status were also significantly associated with postsecondary enrollment and STEM major choice. These findings highlight persistent equity gaps and underscore the importance of moving beyond pathway access toward equitable completion through targeted advising and structured secondary STEM supports.
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