The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest

Datos Bibliográficos

ID9734211
AutoresRussell T Warne (0000-0003-4763-3625, Utah Valley University, Orem, UT, autor de correspondencia), Gerhard Sonnert (0000-0003-4138-2044, Harvard University, Cambridge, MA), Philip M Sadler (0000-0001-7578-4047, Harvard University, Cambridge, MA)
Año2019
Volumen48
Número2
Páginas101-111
Fecha de publicación2019-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x19825811
OpenAlexW2921541123
IdiomaEN
Citas recibidas13
Referencias citadas35

Increasing the number of students choosing a STEM (science, technology, engineering, and mathematics) career is a national educational priority. One way thought to increase interest in STEM is with advanced STEM courses in high school, especially Advanced Placement (AP) courses. Using data from 15,847 college undergraduates, we investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM. After controlling for covariates, the strongest effect ( d = 0.13) showed that students who took AP Calculus had a modestly higher career interest in engineering and mathematics/computer science. However, the relationship between most AP mathematics courses and most STEM career outcomes was negligible. Most differences in outcomes between AP and non-AP students are likely due to preexisting differences between the two groups

Advanced Placement · Mathematics education · Medical education · Career Development and Diversity · Mathematics Education and Programs · Medicine · Psychology · Science Education and Pedagogy