<p> This study evaluated the impact of predictor variables on certificate, associate, or bachelor's degree completion for first-time community college students pursuing science, technology, engineering, and mathematics (STEM) degrees.</p><p> Using binary logistic regression, this study applied Crisp and Nora's theoretical model of persistence and transfer to first-time community college STEM students. The study used binary logistic regression to assess whether demographic variables, pre-collegiate variables, environmental pull factors, and academic experiences significantly predicted whether first-time STEM students completed a certificate, associate, or bachelor's degree within six-years of entering a community college. Four out of the 19 variables under this study, significantly predicted certificate, associate, or bachelor's degree completion for first-time community college STEM students.</p><p> The findings from this study indicated that gender, ethnicity, enrollment into high school calculus, and STEM GPA during college significantly predicted certificate, associate, or bachelor's degree completion for first-time community college STEM students. Further, the findings suggest that female STEM students were more likely than males to complete a certificate or degree; Hispanic students were as likely to complete a degree as White students, but their enrollment numbers in STEM fields of study were much lower. Conversely, Black/African American students were less likely to complete a certificate or degree than their White counterparts. Additionally, students with higher STEM GPAs and students who completed calculus during high school were more likely to complete a certificate, associate, or bachelor's degree. Finally, enrollment in basic skills courses was not statistically significant in predicting certificate or degree completion.</p><p> The findings associated with the present study indicate academic differences between the general community college student population and the community college STEM student population. As a result, the findings of this study have implications for policy and practice in STEM programs throughout community colleges nationwide.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3663987 |
| Date | 12 September 2015 |
| Creators | Medrano, Esmeralda |
| Publisher | California State University, Fullerton |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0017 seconds