Many students encounter science and technology during secondary school, yet only some continue into STEM (Science, Technology, Engineering, and Mathematics) studies in higher education and careers. What happens along the way? Which educational choices made during secondary school have a lasting influence on future STEM pathways? In this longitudinal study, we analyzed more than half a million records from the Israeli Central Bureau of Statistics, collected over a period of 15 years, to trace students’ pathways from secondary school to higher education and bachelor’s degree completion. We examined how mathematics level, science major choice, academic achievement, and demographic factors were associated with students’ persistence in, transition out of, or movement into the STEM pathway at key educational decision points throughout life.
Contribution
The study shows that students do not follow a single, linear pathway into STEM. Instead, the findings reveal eight distinct pathways from secondary school to bachelor’s degree completion, including a major “leak” in which many students who studied STEM major subjects in secondary school later completed non-STEM degrees. The findings further indicate that studying advanced mathematics, choosing physics or computer science as a secondary school major, and achieving highly in these subjects were associated with greater persistence in STEM in higher education. The study also highlights persistent gender and population-group differences in STEM participation. By identifying where students are most likely to change direction, this research provides evidence that can help educators and policymakers design earlier and more targeted interventions to broaden access to STEM opportunities and support more diverse pathways into STEM.
Read the full article: https://link.springer.com/article/10.1186/s40594-022-00381-9
Authors: Ortal Nitzan-Tamar, Zehavit Kohen
Research group’s website: https://mted.technion.ac.il/en/
