The Regional Educational Laboratory Southwest has conducted a literature review to determine what predictors from primary school of postsecondary STEM success have been identified in peer-reviewed studies, with a focus on predictors for Hispanic students.
The review defined postsecondary STEM success as enrollment in, persistence in, and completion of postsecondary STEM majors or degrees. Twenty-three relevant studies were identified, but only four examined factors predictive of success specifically for Hispanic students. Key findings from the review included:
The number of high school maths and science courses taken and the level of those courses predict postsecondary STEM success for all student subgroups, but racial/ethnic minority students were less likely than White students to take the highest level maths and science courses.
Interest or confidence in STEM showed statistically significant predictive relationships with students’ postsecondary STEM success, and the relationships were evident as early as middle school. Racial/ethnic minority and White students had similar interest and confidence in STEM.
Statistically significant high school predictors of postsecondary STEM success included schools’ academic rigour, percentage of students enrolled in college preparatory programmes, students’ satisfaction with their teachers, and levels of parent participation.
Source:A Review of the Literature to Identify Leading Indicators Related to Hispanic STEM Postsecondary Educational Outcomes (2016), Regional Educational Laboratory Southwest.