Publication Date

5-2024

Advisor(s) - Committee Chair

Lester Pesterfield, Lester Archer, Laura Hudson

Degree Program

Educational Leadership

Degree Type

Doctor of Education

Abstract

Science, Technology, Engineering, and Mathematics (STEM) careers are projected to grow beyond the normal pace of job growth (Bureau of Labor Statistics, 2021). Many of these careers will require degrees in STEM fields, but, currently, there is a significant underrepresentation of Blacks and females in both STEM degree programs and careers. The purpose of the current quantitative study was to explore the strength of the association between AP Exams, first-year GPA, race, and gender in science achievement. Research Question 1 investigated the relationship between taking AP Exams and the time taken to graduate. For students who took an AP Exam, the mean graduation time was 11.73 semesters (Mdn = 11.00) versus 12.64 semesters (Mdn = 12.00) for students who did not take an AP Exam. There was a statistically significant (⍴ (9788) = -0.205, p = < 0.001) negative correlation between having AP Exam College Credit and Time to Graduation. Research Question 2 investigated if taking AP Exams influenced first-year college GPA. For all students, those with AP Exam College Credit had significantly higher first-year GPAs (Mdn = 3.48) than the first-year GPAs (Mdn = 2.75) of those without AP Exam College Credit (U = 49685737.5, p = < 0.001; r = 0.38). For Black students, those with AP Exam College Credit had significantly higher first-year GPAs (Mdn = 2.80) than the first-year GPAs (Mdn = 2.05) of those without AP Exam College Credit (U = 346781.0, p = < 0.001; r = 0.21). For female students, those with AP Exam College Credit had significantly higher first-year GPAs (Mdn = 3.56) than the first-year GPAs (Mdn = 2.88) of those without AP Exam College Credit (U = 16696525.5, p = < 0.001; r = 0.39). Research Question 3 explored if STEM degree attainment was influenced by passing STEM AP Exams, first-year GPA, race, and gender. A multiple logistic regression model showed that passing STEM AP Exams (OR = 3.017, p = < 0.001, 95% CI [2.534, 3.591]) and obtaining a higher first-year GPA (OR = 3.994, p = < 0.001, 95% CI [3.269, 4.759]) led to a higher chance of graduating with a STEM degree – 75.11% and 79.98% more likely, respectively. Being female (OR = 0.353, p = < 0.001, 95% CI [0.304, 0.409]) or Black (OR = 0.562, p = < 0.013, 95% CI [0.356, 0.886]) led to a lower chance of graduating with a STEM degree – 26.1% and 43.8% less likely, respectively. Being aware of these factors that influence STEM degree attainment, educators can provide targeted interventions and supports that could increase diverse representation in STEM fields. Additional implications include providing greater support systems for first-year students from underrepresented groups seeking STEM degrees as well as encouraging these students to take more Advanced Placement STEM courses in high school.

Disciplines

Education | Physical Sciences and Mathematics

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