Accessing STEM-Focused Education

Factors That Contribute to the Opportunity to Attend STEM High Schools Across the United States

Dados Bibliográficos

ID9729753
AutoresM Felicity Rogers-Chapman (Claremont Graduate University, Claremont, CA, autor correspondente)
Ano2014
Volume46
Fascículo6
Páginas716-737
Data de publicação2014-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation and Urban Society (JOURNAL)
Identificadores do periódicoISSN: 0013-1245 • E-ISSN: 1552-3535
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124512469815
OpenAlexW2153649249
IdiomaEN
Citações recebidas3
Referências citadas23

In recent years, policy makers, researchers, and educators have focused on the preparation of individuals in STEM (science, technology, engineering, and mathematics) fields. One popular policy lever is STEM-focused high schools. The purpose of this study is to identify which student populations have access to STEM secondary schools. By comparing STEM high schools to neighborhood schools and districts, this study finds access to STEM high schools to be unevenly distributed. Among the key findings is that STEM high schools tend to have fewer students from disadvantaged groups than their district averages. Furthermore, I find that African Americans are disproportionately represented in admissions-only STEM high schools. As funding for more STEM high schools is allocated and infused into the system, it is important to identify locations and groups that may benefit and currently lack access to STEM high schools. Decision makers would be wise to place future STEM high schools in areas with high percentages of Latino students who may benefit from these unique programs

Advanced Placement · Biology · Disadvantaged · Mathematics education · Medical education · Political science · Stem cell · Higher Education Research Studies · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance