Engagement and STEM Degree Completion: An Analysis of the Relationship Between Time-To-Completion and Engagement and Pre-College Variables
This quantitative analysis explored measures influencing time to STEM-degree-completion in a correlational, non-experimental analysis of archival data (N = 745). FGCS represent a significant portion of individuals pursuing a post-secondary degree in the United States however, FGCS are less likely to persist to graduation as compared to their continuing-generation peers. FGCS are entering colleges and universities declaring STEM majors yet, are changing their major and or leaving college without a four-year degree (Chen, 2013). FGCS, who identify as female, face additional barriers, whether perceived or actual, in the pursuit of earning a STEM degree. FGCS choose to pursue STEM majors, yet they are less likely to graduate with a STEM degree. A multiple linear regression was performed, and results indicated that time-to-completion was significantly related (R2 = .12, p < .001) to ACT score, Pell-eligibility, PSEO credit, learning community participation, and on-campus employment. For students who identified as female, (N = 209) time-to-completion was also significantly related (R2 = .26, p < .001) to ACT score, Pell-eligibility, PSEO credit, and on-campus employment. For students who identified as female, (N = 209) time-to-completion was not significantly related (R2 = .07, p = .18) to the type of STEM major.
Date of Degree
Doctor of Education (EdD)
Counseling and Student Personnel
Clennon, K. (2019). Engagement and STEM degree completion: An analysis of the relationship between time-to-completion and engagement and pre-college variables [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/966/
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