The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context
Objective: This study analyzes how ethnicity, gender, and non-traditional student characteristics relate to differential online versus face-to-face outcomes in science, technology, engineering, and mathematics (STEM) courses at community colleges. Method: This study used a sample of 3,600 students i...
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Veröffentlicht in: | Community college review 2015-04, Vol.43 (2), p.142-164 |
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description | Objective:
This study analyzes how ethnicity, gender, and non-traditional student characteristics relate to differential online versus face-to-face outcomes in science, technology, engineering, and mathematics (STEM) courses at community colleges.
Method:
This study used a sample of 3,600 students in online and face-to-face courses matched by course, instructor, and semester from a large urban community college in the Northeast. Outcomes were measured using rates of successful course completion (with a “C−” or higher). Multilevel logistic regression and propensity score matching were utilized to control for unobserved heterogeneity between courses and for differences in student characteristics.
Results:
With respect to successful course completion, older students did significantly better online, and women did significantly worse (although no worse than men) online, than would be expected based on their outcomes in comparable face-to-face courses. There was no significant interaction between the online medium and ethnicity, suggesting that though Black and Hispanic students may do worse on average in STEM courses than their White and Asian peers both online and face-to-face, this gap was not increased by the online environment.
Contributions:
These findings suggest that both women and younger students in STEM courses may need extra support in the online environment. Future research is needed (a) to explore whether factors such as stereotype threat or child care responsibilities affect the outcomes of women in online STEM courses, and (b) to determine which characteristics (e.g., motivation, self-directed learning skills) of older students may make them particularly well suited to the online environment. |
doi_str_mv | 10.1177/0091552115571729 |
format | Article |
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This study analyzes how ethnicity, gender, and non-traditional student characteristics relate to differential online versus face-to-face outcomes in science, technology, engineering, and mathematics (STEM) courses at community colleges.
Method:
This study used a sample of 3,600 students in online and face-to-face courses matched by course, instructor, and semester from a large urban community college in the Northeast. Outcomes were measured using rates of successful course completion (with a “C−” or higher). Multilevel logistic regression and propensity score matching were utilized to control for unobserved heterogeneity between courses and for differences in student characteristics.
Results:
With respect to successful course completion, older students did significantly better online, and women did significantly worse (although no worse than men) online, than would be expected based on their outcomes in comparable face-to-face courses. There was no significant interaction between the online medium and ethnicity, suggesting that though Black and Hispanic students may do worse on average in STEM courses than their White and Asian peers both online and face-to-face, this gap was not increased by the online environment.
Contributions:
These findings suggest that both women and younger students in STEM courses may need extra support in the online environment. Future research is needed (a) to explore whether factors such as stereotype threat or child care responsibilities affect the outcomes of women in online STEM courses, and (b) to determine which characteristics (e.g., motivation, self-directed learning skills) of older students may make them particularly well suited to the online environment.</description><identifier>ISSN: 0091-5521</identifier><identifier>EISSN: 1940-2325</identifier><identifier>DOI: 10.1177/0091552115571729</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Academic Achievement ; Age Differences ; Children ; Classroom communication ; College Faculty ; College students ; Community College Students ; Community Colleges ; Comparative Analysis ; Conventional Instruction ; Courses ; Distance learning ; Ethnic Groups ; Gender Differences ; Grade Point Average ; Interaction ; Learning ; Mathematics ; Motivation ; Nontraditional Students ; Online Courses ; Online instruction ; Racial Differences ; Regression (Statistics) ; STEM Education ; Stereotypes ; Student Characteristics ; Student Records ; Studies ; Teachers ; Two Year College Students ; Undergraduate Students ; United States (Northeast) ; Urban Schools ; Women</subject><ispartof>Community college review, 2015-04, Vol.43 (2), p.142-164</ispartof><rights>The Author(s) 2015</rights><rights>Copyright SAGE PUBLICATIONS, INC. Apr 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c397t-6e991255b8de5ac4365c1fcc405035aae989204c099667b816f6e4e3ec7959513</citedby><cites>FETCH-LOGICAL-c397t-6e991255b8de5ac4365c1fcc405035aae989204c099667b816f6e4e3ec7959513</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0091552115571729$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0091552115571729$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21819,27924,27925,43621,43622</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1055196$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Wladis, Claire</creatorcontrib><creatorcontrib>Conway, Katherine M.</creatorcontrib><creatorcontrib>Hachey, Alyse C.</creatorcontrib><title>The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context</title><title>Community college review</title><description>Objective:
This study analyzes how ethnicity, gender, and non-traditional student characteristics relate to differential online versus face-to-face outcomes in science, technology, engineering, and mathematics (STEM) courses at community colleges.
Method:
This study used a sample of 3,600 students in online and face-to-face courses matched by course, instructor, and semester from a large urban community college in the Northeast. Outcomes were measured using rates of successful course completion (with a “C−” or higher). Multilevel logistic regression and propensity score matching were utilized to control for unobserved heterogeneity between courses and for differences in student characteristics.
Results:
With respect to successful course completion, older students did significantly better online, and women did significantly worse (although no worse than men) online, than would be expected based on their outcomes in comparable face-to-face courses. There was no significant interaction between the online medium and ethnicity, suggesting that though Black and Hispanic students may do worse on average in STEM courses than their White and Asian peers both online and face-to-face, this gap was not increased by the online environment.
Contributions:
These findings suggest that both women and younger students in STEM courses may need extra support in the online environment. Future research is needed (a) to explore whether factors such as stereotype threat or child care responsibilities affect the outcomes of women in online STEM courses, and (b) to determine which characteristics (e.g., motivation, self-directed learning skills) of older students may make them particularly well suited to the online environment.</description><subject>Academic Achievement</subject><subject>Age Differences</subject><subject>Children</subject><subject>Classroom communication</subject><subject>College Faculty</subject><subject>College students</subject><subject>Community College Students</subject><subject>Community Colleges</subject><subject>Comparative Analysis</subject><subject>Conventional Instruction</subject><subject>Courses</subject><subject>Distance learning</subject><subject>Ethnic Groups</subject><subject>Gender Differences</subject><subject>Grade Point Average</subject><subject>Interaction</subject><subject>Learning</subject><subject>Mathematics</subject><subject>Motivation</subject><subject>Nontraditional Students</subject><subject>Online Courses</subject><subject>Online instruction</subject><subject>Racial Differences</subject><subject>Regression (Statistics)</subject><subject>STEM Education</subject><subject>Stereotypes</subject><subject>Student Characteristics</subject><subject>Student Records</subject><subject>Studies</subject><subject>Teachers</subject><subject>Two Year College Students</subject><subject>Undergraduate Students</subject><subject>United States (Northeast)</subject><subject>Urban Schools</subject><subject>Women</subject><issn>0091-5521</issn><issn>1940-2325</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp1kc1u1DAUhS0EEkNhzwbJEtsGfOPYGa9QFYVSVOhiBrGMXOem4yqxB9uR2h0P0Zfoa_EkOB1UISQ2tq_P-Y5_LiGvgb0DqOv3jCkQooQ81FCX6glZgapYUfJSPCWrRS4W_Tl5EeM1Yww4L1fkfrtDeuFG65Butu0X2ow6xuD99Ovn3fedp5vZGMQ-fqAnjrY3-9EHnax31A80ZfZs2muTlqpNO2eNTbfH9BRdj-GYatfTr94VKejeLpQe6SbNPbpEm50OmcRgY7ImUuse8ho_TbPLKXk1jni17LiEN-kleTboMeKrP_MR-fax3TafivOL07Pm5LwwXNWpkKgUlEJcrnsU2lRcCgODMRUTjAutUa1VySrDlJKyvlyDHCRWyNHUSigB_Ii8PeTug_8xY0zdtZ9DvnnsQNacCVlBlV3s4DLB5__CodsHO-lw2wHrloZ0_zYkI28OSH6yebS3n4EJAUpmvTjoUV_hX4f-L-83-qGViw</recordid><startdate>20150401</startdate><enddate>20150401</enddate><creator>Wladis, Claire</creator><creator>Conway, Katherine M.</creator><creator>Hachey, Alyse C.</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>20150401</creationdate><title>The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context</title><author>Wladis, Claire ; Conway, Katherine M. ; Hachey, Alyse C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c397t-6e991255b8de5ac4365c1fcc405035aae989204c099667b816f6e4e3ec7959513</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Academic Achievement</topic><topic>Age Differences</topic><topic>Children</topic><topic>Classroom communication</topic><topic>College Faculty</topic><topic>College students</topic><topic>Community College Students</topic><topic>Community Colleges</topic><topic>Comparative Analysis</topic><topic>Conventional Instruction</topic><topic>Courses</topic><topic>Distance learning</topic><topic>Ethnic Groups</topic><topic>Gender Differences</topic><topic>Grade Point Average</topic><topic>Interaction</topic><topic>Learning</topic><topic>Mathematics</topic><topic>Motivation</topic><topic>Nontraditional Students</topic><topic>Online Courses</topic><topic>Online instruction</topic><topic>Racial Differences</topic><topic>Regression (Statistics)</topic><topic>STEM Education</topic><topic>Stereotypes</topic><topic>Student Characteristics</topic><topic>Student Records</topic><topic>Studies</topic><topic>Teachers</topic><topic>Two Year College Students</topic><topic>Undergraduate Students</topic><topic>United States (Northeast)</topic><topic>Urban Schools</topic><topic>Women</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wladis, Claire</creatorcontrib><creatorcontrib>Conway, Katherine M.</creatorcontrib><creatorcontrib>Hachey, Alyse C.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Community college review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wladis, Claire</au><au>Conway, Katherine M.</au><au>Hachey, Alyse C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1055196</ericid><atitle>The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context</atitle><jtitle>Community college review</jtitle><date>2015-04-01</date><risdate>2015</risdate><volume>43</volume><issue>2</issue><spage>142</spage><epage>164</epage><pages>142-164</pages><issn>0091-5521</issn><eissn>1940-2325</eissn><abstract>Objective:
This study analyzes how ethnicity, gender, and non-traditional student characteristics relate to differential online versus face-to-face outcomes in science, technology, engineering, and mathematics (STEM) courses at community colleges.
Method:
This study used a sample of 3,600 students in online and face-to-face courses matched by course, instructor, and semester from a large urban community college in the Northeast. Outcomes were measured using rates of successful course completion (with a “C−” or higher). Multilevel logistic regression and propensity score matching were utilized to control for unobserved heterogeneity between courses and for differences in student characteristics.
Results:
With respect to successful course completion, older students did significantly better online, and women did significantly worse (although no worse than men) online, than would be expected based on their outcomes in comparable face-to-face courses. There was no significant interaction between the online medium and ethnicity, suggesting that though Black and Hispanic students may do worse on average in STEM courses than their White and Asian peers both online and face-to-face, this gap was not increased by the online environment.
Contributions:
These findings suggest that both women and younger students in STEM courses may need extra support in the online environment. Future research is needed (a) to explore whether factors such as stereotype threat or child care responsibilities affect the outcomes of women in online STEM courses, and (b) to determine which characteristics (e.g., motivation, self-directed learning skills) of older students may make them particularly well suited to the online environment.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/0091552115571729</doi><tpages>23</tpages></addata></record> |
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subjects | Academic Achievement Age Differences Children Classroom communication College Faculty College students Community College Students Community Colleges Comparative Analysis Conventional Instruction Courses Distance learning Ethnic Groups Gender Differences Grade Point Average Interaction Learning Mathematics Motivation Nontraditional Students Online Courses Online instruction Racial Differences Regression (Statistics) STEM Education Stereotypes Student Characteristics Student Records Studies Teachers Two Year College Students Undergraduate Students United States (Northeast) Urban Schools Women |
title | The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context |
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