An Analysis of the High Attrition Rates among First Year College Science, Math, and Engineering Majors

By Peter A. Daempfle. 2003

231 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/021281cf2bf535ffab733a22bc48ab06e14cde39

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Citations in the corpus

The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories (2009, unknown): “Student retention has been studied by many researchers using a variety of predictor variables (Astin, 1975; Bean, 1980, 1982, 1985; Cabrera & Nora, 1994; Creamer, 1980; Daempfle, 2004; DesJardins, Ahlburg, & McCall, 1998; Gold, 1995; Heverly, 1999; Hummel & Steele, 1996; Mohr, Eiche, & Sedlacek, 199”
STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001. (2013, background): “…high school,14 and noncognitive factors such as motivation, interest, confidence, and beliefs) were not collected (Barr, Gonzalez, and Wanat 2008; Burtner 2005; Chang et al. 2011; Crisp, Nora, and Taggart 2009; Daempfle 2003; Eagan et al. 2011a; Espinosa 2011; Price 2010; Seymour and Hewitt 1997).”
Teaching and Learning in the Time of COVID: The Student Perspective (2021, background): “In a related vein, studies of persistence in college programs suggest that some students perceive their instructors as unavailable or intimidating, leading to a low level of interaction with faculty, an experience associated with leaving a field of study (Daempfle, 2004).”
Academic Success for STEM and Non-STEM Majors. (2010, background): “Previous research (Daempfle, 2003; McShannon, 2001; Seymour & Hewitt, 1997) has shown concern for the number of students who choose and maintain a science major in colleges and universities.”
What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups (2014, background): “…et al., 1996), freshmen academic performance and enrollment in “gatekeeper” courses (Crisp, Nora, & Taggart, 2009), personal contact with faculty (Daempfle, 2003), degree of racial isolation (Seymour & Hewitt, 1997), exposure to racial minority support systems (Grandy, 1998), and an…”
A Major in Science? Initial Beliefs and Final Outcomes for College Major and Dropout (2013, background): “5This could occur for a variety of reasons including differences in faculty expectations between high school and college (see, e.g., Daempfle, 2003, and Federman, 2007), or because grades tend to be inflated in nonSTEM majors (see, e.g., Sabot and Wakefield-Linn,1991, and Rask, 2010).”
Exploring Student Persistence in STEM Programs: A Motivational Model (2015, background): “…high school to university that approximately half of science-bound students decide to leave the sciences and switch to non-science majors, with the greatest loss of potential science students occurring just prior to, or shortly after, enrollment in college (Daempfle, 2003; Rosenfield et al., 2005).”
What do we know about explanations for drop out/opt out among young people from STM higher education programmes? (2010, unknown): “Daempfle suggests that student success and difficulties are related to incongruity between secondary school and post secondary faculty assumptions about what kind of scientific knowledge is important for first year biology students to be successful at college in North Eastern US (Daempfle, 2002). Th”