Examining the Predictors of STEM Degree Obtainment Within Social Cognitive Career Theory for Native American Undergraduate Students

Abstract

This dissertation examines the predictors of STEM degree attainment among Native American undergraduate students using the Social Cognitive Career Theory (SCCT) framework. Leveraging a longitudinal dataset comprising Native American, Asian American, and White undergraduates, this study identifies the SCCT constructs most predictive of educational outcomes, including graduation with a STEM degree, graduation with a non-STEM degree, and earning no degree. Using elastic net multinomial regression, the analysis evaluates the influence of self-efficacy, outcome expectations, supports, barriers, and other SCCT components on these outcomes. The methodology incorporates measurement invariance testing to ensure the validity of cross-group comparisons of SCCT constructs. By integrating institutional records and self-reported survey data, this research addresses critical gaps in understanding the factors that facilitate or hinder STEM success for Native American students. The findings provide actionable insights for developing targeted interventions to support STEM persistence among underrepresented groups, with implications for broader educational policies and practices.