. "Attracting the Most Able US Students to Science and Engineering." Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007.
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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future
During the undergraduate years, involvement in research projects and the guidance of experienced mentors are powerful means of retaining students in S&E.2 Mentors can provide advice, encouragement, and information about people and issues in a particular field. An early exposure to research can demonstrate to students the kinds of opportunities they will encounter if they pursue research careers.
TRENDS IN UNDERGRADUATE AND GRADUATESTUDENT INTEREST IN S&E
When one examines the issue, it becomes clear that there is a great deal of domestic student interest in undergraduate S&E programs. About 30% of students entering college in the United States (of whom over 95% are US citizens or permanent residents) intend to major in S&E fields. This proportion has remained fairly constant over the last 20 years. However, a considerable gap exists between freshman intentions and successful degree completion. Undergraduate S&E programs report the lowest retention rate among all academic disciplines. A National Center for Educational Statistics (NCES) longitudinal study of first-year S&E students in 1990 found that fewer than 50% of undergraduate students entering college declaring a S&E major had completed S&E degrees within 5 years.3 Indeed, approximately 50% of such undergraduate students changed their major field within the first 2 years.4 Undergraduates who opt out of S&E programs are among the most highly qualified college entrants.5 They are also disproportionately women and nonwhite students, indicating that many potential entrants are discouraged before they can join the S&E workforce.6
2
R. F. Subotnik, K. M. Stone, and C. Steiner. “Lost Generation of Elite Talent in Science.” Journal of Secondary Gifted Education 13(2001):33-43.
3
L. K. Berkner, S. Cuccaro-Alamin, and A. C. McCormick. Descriptive Summary of 1989-1990 Beginning Postsecondary Students: 5 Years Later with an Essay on Postsecondary Persistence and Attainment. NCES 96155. Washington, DC: National Center for Education Statistics, 1996.
4
T. Smith. The Retention and Graduation Rates of 1993-1999 Entering Science, Mathematics, Engineering, and Technology Majors in 175 Colleges and Universities. Norman, OK: Center for Institutional Data Exchange and Analysis (C-IDEA), University of Oklahamo, 2001.
5
S. Tobias. They’re Not Dumb, They’re Different. Stalking the Second Tier. Tucson, AZ: Research Corporation, 1990; E. Seymour and N. Hewitt. Talking About Leaving: Why Undergraduates Leave the Sciences. Boulder, CO: Westview Press, 1997; M. W. Ohland, G. Zhang, B. Thorndyke, and T. J. Anderson. “Grade-Point Average, Changes of Major, and Majors Selected by Students Leaving Engineering.” 34th ASEE/IEEE Frontiers in EducationConference, 2004. Session T1G:12-17.
6
M. F. Fox and P. Stephan. “Careers of Young Scientists: Preferences, Prospects, and Reality by Gender and Field.” Social Studies of Science 31(2001):109-122; D. L. Tan. Majors in Science, Technology, Engineering, and Mathematics: Gender and Ethnic Differences in Persis
