The impact of socioeconomic and first-generation status on STEM-major enrollment

Abstract

In order to maintain leadership and competitiveness in a global economy driven by science, technology, engineering, and mathematics (STEM), the United States needs to increase representativeness of its STEM workforce and leaders. Several studies have indicated that significant issues of underrepresentation remain in STEM despite national investments in training and program grants intended to promote diversity. The present study focuses on two groups that are currently underrepresented in STEM: individuals from low-income backgrounds and individuals of first-generation status. Further, the sample majority consisted of undergraduate students who identify as American Indian/Alaskan Native, who are notably underrepresented in both research and STEM. The present study uses social cognitive career theory (SCCT) as a frame to investigate factors that may explain the role of socioeconomic and first-generation status on undergraduate enrollment in a STEM major. Results indicate mixed findings on the predictive value of social class but reveal new proximal predictors of STEM-major enrollment. New methods for attracting students into STEM, limitations, and future research directions are discussed.