STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001.

By Xianglei Chen. 2013

760 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9089c18af8dcb30ba4f2552b7a4e6bb97eff8bec

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Citations in the corpus

Review of Undergraduate Student Retention and Graduation Since 2010: Patterns, Predictions, and Recommendations for 2020 (2020, background): “Moreover, STEM majors at the baccalaureate level actually have lower attrition rates than students who major in education, humanities, and health sciences (X. Chen, 2013).”
How Does Grit Impact College Students' Academic Achievement in Science?. (2016, background): “However, the stubbornly high attrition rate in STEM majors remains a pressing problem (Chen, 2013) that affects the pipeline of graduates in STEM and consequently the technical labor force.”
Stereotype threat as a barrier to women entering engineering careers (2017, background): “A U.S. Department of Education report found that women were more likely than men to leave STEM majors by switching to non-STEM majors (Chen, 2013).”
Development and Validation of the Mathematical Resilience Scale (2016, background): “A study by the National Center for Educational Statistics (Chen, 2013) indicated that 48% of university students who chose a STEM major between 2003 and 2004 had changed their major by 2009, and half of these selected a major not considered STEM.”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “Take science, technology, engineering, and mathematics (STEM) subjects, which are of particular concern to policymakers given shortfalls of skilled labor in the workforce (Broughton, 2013; Chen & Soldner, 2014; Neave et al., 2018).”
Pursuing STEM Careers: Perspectives of Senior High School Students (2020, background): “Several researches revealed that STEM majors were academically prepared especially in mathematics and science test scores, were successful when it comes to GPA, and persistent in earning a STEM degree (Chen, 2013; Chen & Ho, 2012; Mattern, Radunzel, & Westrick, 2015; Shaw & Barbuti, 2010).”
Trajectories of change in students’ self-concepts of ability and values in math and college major choice (2015, background): “Additionally, in the US, attrition out of math-heavy majors is particularly high (Chen, 2013).”
Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020, unknown): “Poor performance, especially in introductory courses, is a major reason why STEM-interested students from all backgrounds switch to non-STEM majors or drop out of college altogether (8 – 10).”
More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. (2020, background): “Such a result is especially important because low-achieving students are particularly likely to switch out of STEM majors (Chen, 2013).”
Gender differences and bias in open source: pull request acceptance of women versus men (2017, background): “While women do switch away from STEM majors at a higher rate than men, they also have a lower drop out rate then men [8], so the difference between attrition rates of women and men in college appears small.”
Exploring Student Persistence in STEM Programs: A Motivational Model (2015, background): “Over the past 20 years, the number of college-bound students interested in STEM majors has dropped by 50% and approximately half of the students who do enter STEM programs transfer out before completing their degree (Chen, 2013; Daempfle, 2003).”