2026-09-20T09:55:16Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/14595 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Made available in DSpace on 2010-01-06T16:13:37Z (GMT). No. of bitstreams: 6 license.txt: 4058 bytes, checksum: 93505d78b7cefa5fd8c83e7ae87e155c (MD5) George-Jackson_Casey.doc: 1987072 bytes, checksum: 90c133ff4f6ca7bda69d8a408266d83e (MD5) George-Jackson_Casey.pdf: 1213558 bytes, checksum: 171393c63e109036e4dfa8a69ce1408b (MD5) 1_George-Jackson_Casey.doc: 1987072 bytes, checksum: f60ee94f08dc869135e6c4c9794cb222 (MD5) 2_George-Jackson_Casey.doc: 1987072 bytes, checksum: f60ee94f08dc869135e6c4c9794cb222 (MD5) 1_George-Jackson_Casey.pdf: 1168030 bytes, checksum: d35d612c70d02ece825848e7123e54e5 (MD5) Word versions of dissertation deleted at request of cgeo@illinois.edu; agreed to keep source docuement. sshreeve@illinois.edu - 1-10-2010 http://hdl.handle.net/2142/14595 en Copyright 2009 Casey Elizabeth George-Jackson Women in STEM women in science minorities in STEM minorities in science STEM degrees Trent, William T. Trent, William T. Parker, Laurence J. Span, Christopher M. Baber, Lorenzo D. George-Jackson, Casey Elizabeth 2010-01-06T16:13:37Z 2010-01-06T16:13:37Z 2009-12 This study uses longitudinal data of undergraduate students from five public land-grant universities to better understand undergraduate students’ persistence in and switching of majors, with particular attention given to women’s participation in Science, Technology, Engineering, and Mathematics (STEM) fields. Specifically, the study examines patterns of behavior of women and minorities in relation to initial choice of college major and major field persistence, as well as what majors students switched to upon changing majors. Factors that impact major field persistence are also examined, as well as how switching majors affects students’ time-to-degree. Using a broad definition of STEM, data from nearly 17,000 undergraduate students was analyzed with descriptive statistics, cross tabulations, and binary logistic regressions. The results highlight women’s high levels of participation and success in the sciences, challenging common notions of underrepresentation in the STEM fields. The study calls for researchers to use a comprehensive definition of STEM and broad measurements of persistence when investigating students’ participation in the STEM fields. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2009-11-27T17:43:10Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 George-Jackson_Casey.pdf: 1213558 bytes, checksum: 171393c63e109036e4dfa8a69ce1408b (MD5) George-Jackson_Casey.doc: 1987072 bytes, checksum: 90c133ff4f6ca7bda69d8a408266d83e (MD5) underrepresentation higher education Land-grant university participation in STEM undergraduate students Rethinking the STEM fields: the importance of definitions in examining women's participation and success in the sciences Educational Policy Studies 1640 Educational Policy Studies 0220 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Educ Policy Studies -UIUC 10KS0220PHD