Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students

By Adam V. Maltese, Robert H. Tai. 2011

1,066 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Safety Research

View Paper: https://www.semanticscholar.org/paper/c7dc862d760c5e8f17da2a3a3098ad158cf32d76

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Citations in the corpus

Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England (2014, background): “Overall, an overwhelming body of accumulated evidence points to interest in science being largely formed by age 14 for most students (Ashbacher, Li, & Roth, 2010; Maltese & Tai, 2010, 2011; The Royal Society, 2006).”
Patterns of Gendered Performance Differences in Large Introductory Courses at Five Research Universities (2017, background): “…find that showing an initial interest in STEM fields at the middle or high school level is indeed predictive of STEM degree completion but that demonstrating interest in college is still a significant factor on the pathway to a STEM degree (Maltese, Melki, & Wiebke, 2014; Maltese & Tai, 2011).”
STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “This decline puts students at risk for lower STEM achievement, which can impact their choices to pursue advanced STEM classes later in their education (e.g., Maltese & Tai, 2011; National Science Foundation, 2012; Wang & Eccles, 2013).”
Expectancy-Value Models for the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison Between Black, Hispanic, and White Students (2014, background): “…has shown that reentry into the STEM pipeline is rare after high school and that career plans made in high school predict future completion of STEM degrees (Maltese & Tai, 2011; Syed, Azmitia, & Cooper, Science Education, Vol. 98, No. 2, pp. 216–242 (2014) 2011; Tai, Liu, Maltese, & Fan, 2006).”
Longitudinal Analysis of the Relations Between Opportunities to Learn About Science and the Development of Interests Related to Science (2012, neutral): “…science-related topics varies by gender during early childhood and the elementary school years (Baram-Tsabari & Yarden, 2005; Folling-Albers & Hartinger, 1998; Maltese & Tai, 2011; Moller & Serbin, Science Education, Vol. 96, No. 5, pp. 763–786 (2012) 1996; Schiefele, 2001; Weinraub et al., 1984).”
Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept (2013, background): “Most of the studies focusing on the specific career choice “scientist” suggest that young people’s interest in school science is the key variable to getting more students interested in science careers (e.g., Fouad et al., 2010; Maltese & Tai, 2011; Sjaastad, 2012).”
Undergraduate STEM Achievement and Retention (2016, background): “motivation, cognition, institutional barriers, STEM achievement, STEM retention prospect of an extra year of tuition and foregone earnings pushes many students out of STEM majors (Griffith, 2010; Maltese & Tai, 2011).”
The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college (2017, methodology): “…(c) mathematics and science curriculum (Elliott, Strenta, Adair, Matier, & Scott, 1996); (d) advanced level courses in mathematics and science (Maltese & Tai, 2011; Wang, 2013); (e) STEM clubs and summer camps or internships (Gottfried & Williams, 2013; Kong, Dabney, & Tai, 2013); (f) STEM…”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “However, a recent study indicates that females’ interest in math and science was mainly sparked by school-related activities, while most males recounted self-initiated activities (Maltese & Tai, 2011).”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “The work of Maltese and Tai (2011) would suggest that the absence of critique has lasting consequences on student engagement with science.”
A Model of Factors Contributing to STEM Learning and Career Orientation (2015, neutral): “Exposure to mathematics and (Maltese & Tai, 2011; Wang, 2013).”
Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, positive): “…and experimental studies, attitudes, motivation, and interest are regarded as important determinants of the quality and depth of learning processes, student persistence, and study choice (Hidi & Renninger, 2006; Maltese & Tai, 2011; Pintrich, Marx, & Boyle, 1993; Vansteenkiste, Lens, & Deci, 2006).”