College-Bound Students' Interest in Engineering: Pathways and Characteristics of the Pre-College Pipeline

Presented at the Annual Meeting of the American Educational Research Association (AERA) in New Orleans, LA in April 2011. The first study evaluated the level of interest in engineering as students approached the end of high school and explored the degree to which the academic preparation of these st...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Edwards, Kelcey, Sawtell, Ellen
Format:	Reference Entry
Sprache:	eng
Schlagworte:	Academic Achievement Bachelors Degrees Career Development College Attendance College Bound Students College Entrance Examinations College Preparation Course Selection (Students) Educational Attainment Engineering Ethnic Groups Gender Differences High School Graduates High School Seniors High School Students Majors (Students) Mathematics Achievement Mathematics Instruction National Merit Scholarship Qualifying Test Occupational Aspiration Racial Differences SAT (College Admission Test) Science Achievement Science Instruction Scores Self Efficacy Student Characteristics Student Interests Undergraduate Students
Online-Zugang:	Volltext bestellen
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Beschreibung
Zusammenfassung:	Presented at the Annual Meeting of the American Educational Research Association (AERA) in New Orleans, LA in April 2011. The first study evaluated the level of interest in engineering as students approached the end of high school and explored the degree to which the academic preparation of these students shaped the engineering pipeline over a tenyear period. The second analyzed a recent graduating class in order to understand various pathways that students took toward or away from engineering as they progressed through high school. Several paths emerged, including students who demonstrated stable interest across time, students who became interested in engineering, and students who turned toward other majors by the end of high school. Groups differed with regard to demographic characteristics, test scores, academic background, and math and science self-efficacy.