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3
The Loss of Students from STEM Majors
Important Points Made by the Speaker
• ore than half of students who intend to major in a science or engineering
M
field switch to a different major in college, and this percentage is even higher
for community college students.
• tudents who take fewer STEM classes their first semester are more likely
S
to switch from STEM majors.
• he culture of STEM education and potential earnings in the workplace ap-
T
pear to be significant factors in students’ decisions to remain in or abandon
STEM majors.
Students who intend to work as scientists, technicians, engineers,
or mathematicians typically choose to major in a STEM field in college.
Study of the choices students make regarding majors both before and dur-
ing college therefore can reveal important information about the future
U.S. workforce.
Eric Bettinger, associate professor for education and economics at
Stanford University, has used data from Ohio to analyze students’ choices
of majors and how those decisions change over the course of a two-year
and four-year education (Bettinger, 2010). His data are from the 1998–1999
cohort of incoming students, which allowed him to follow their choices
in subsequent years, and the data focus solely on students who took the
ACT exam, which is the exam taken by most college-bound students in
Ohio. Students who take that exam indicate the major they would like to
19
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20 COMMUNITY COLLEGES IN THE EVOLVING STEM EDUCATION LANDSCAPE
pursue, and the exam results allow high-ability students to be identified
and analyzed separately.
In a total sample of 18,000 students, 8.0 percent and 11.7 percent indi-
cated an interest in the biological or physical sciences and engineering,
respectively. Bettinger found, in an analysis conducted for the summit,
that these numbers were somewhat lower for the students who attended
two-year colleges—5.5 percent and 9.4 percent. In contrast, the percent -
ages were higher for students with high ACT scores (above 24)—11.7 per-
cent and 18.0 percent. The students at two-year institutions had somewhat
lower average ACT scores than the average for all students, but in broad
terms their aspirations and characteristics were similar, Bettinger said.
STUDENTS WHO LEAVE AND ENTER STEM MAJORS
A “depressing” number of students abandon STEM majors, Bettinger
observed. Among all students who declared an intention to pursue a
STEM major, only 43 percent were still in a STEM field at the time of their
last enrollment, with the rest moving to other majors by the time of their
last enrollment.
The numbers were far worse for two-year students. Only 14 percent
of the students at two-year colleges who intended to major in a STEM
field when they took the ACT exam were still in a STEM field at the time
of their last enrollment. “This defection rate is extremely high,” said
Bettinger.
Almost one-half of all students who leave STEM majors switch to
business majors (48.7%). Other popular majors for students who switch
are the social sciences (21.2%) and education (11.1%). Among two-year
switchers, about 30 percent switch to business majors, and slightly less
than one-quarter each go to social science and education majors.
Meanwhile, very few students who did not intend to major in a STEM
subject converted to a STEM major. Only 5.5 percent of STEM majors for
students at all institutions, and only 3.4 percent for two-year students,
were converts to STEM from a non-STEM major.
WHY DO STUDENTS LEAVE STEM MAJORS?
Bettinger listed five possible reasons for the relative lack of U.S. stu-
dents pursuing STEM majors in two-year and four-year institutions:
1. At the end of secondary school, few are prepared to enter STEM
fields.
2. Few express initial interest in entering STEM fields.
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21
THE LOSS OF STUDENTS FROM STEM MAJORS
3. Once students are off the STEM pathway, they cannot get back on
it.
4. The culture of STEM fields is off-putting once higher education is
reached.
5. The returns are insufficiently high to justify greater adherence to
STEM fields.
He noted that his data are best suited to explore the last three of
these explanations. Students started switching away from STEM majors
in their very first semester, and the students most likely to leave STEM
majors were the ones who took fewer STEM courses their first semester
rather than more courses. Students who took more than 40 percent of
their courses in STEM their first semester were much less likely to leave
the major than students who took less than 40 percent of their courses in
STEM fields. This observation holds for students in four-year colleges,
students in two-year colleges, and high-ability students.
The relatively small number of students who converted to STEM
majors also took relatively few STEM courses their first semester. This
piece of evidence is “suggestive,” said Bettinger, that there might be some
way of getting more non-STEM majors interested in those subjects—for
example, by examining more closely the structure and conduct of intro-
ductory courses in STEM. However, STEM majors have extensive course
requirements, and many courses typically must be taken in a particular
order (that is, they have extensive prerequisites compared with other dis -
ciplines), which can make it difficult to switch into these majors.
The students who left STEM were just as likely to pass their initial
STEM courses, so the difficulty of the courses did not seem to be the
deciding factor. But the course demands of STEM majors are high and
require commitment—even though, as Bettinger observed, some of the
majors to which students switch, such as education, also have extensive
course requirements, even if they are not as sequential as those for STEM
majors.
THE CULTURE OF STEM FIELDS
Bettinger’s data also show that women were significantly less likely
to stay in STEM fields, even among the top students, which suggests that
the culture of STEM might have been a factor in their decisions. However,
since the female students took STEM courses in high school and still
expressed an interest in majoring in those subjects, the cultural problems
would need to start or intensify in college for this explanation to hold.
According to Bettinger’s research, black students in four-year colleges
were less likely to defect from STEM majors than other students, espe -
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22 COMMUNITY COLLEGES IN THE EVOLVING STEM EDUCATION LANDSCAPE
cially among the top black students. However, that was not true at two-
year colleges, where there were no statistical differences between black
students and other students. Bettinger did not analyze the differences in
these indicators between men and women or between domestic and inter-
national students, though both of these factors could influence the results.
EARNINGS FROM MAJORS
One factor in students’ decisions about majors is the amount of money
they potentially could earn after graduation. About three-quarters of col -
lege students respond in surveys that an important objective of a college
education is to be “well off financially” (Pryor et al., 2011), and colleges
have an increased focus on vocational offerings, particularly at two-year
colleges.
The data suggest that students who switch to a non-STEM major
could have been making a calculated decision about where the financial
return to a major might be higher than with a STEM major, Bettinger
said. For example, women’s earnings in business and in other fields were
higher than they were in STEM fields at the time these data were gath -
ered, though men’s earnings in STEM fields, business, and the social sci-
ences were roughly the same.
High average earnings indicate similarly high levels of demand for
workers, and superstar earnings indicate a demand for a large pool of
professionals to produce a small number of superstars. For example,
computer science, which is a field with obvious earnings growth and
superstar earnings, was experiencing a substantial growth in majors at
the time the data were gathered, Bettinger noted.
DISCUSSION
During one of the discussion periods at the summit, Catherine Didion
from the National Academy of Engineering pointed out that underrepre-
sented students and women are interested in giving back to their com-
munities but often do not see STEM fields as occupations that enable them
to do so. Additional investigations could indicate why so many of these
students switch into non-STEM fields.
Martha Kanter, under secretary at the U.S. Department of Educa-
tion, emphasized the importance of mentors and advisers in keeping
students on track. Many students take courses they do not need, or they
have unclear pathways. Students need sophisticated and knowledgeable
advice. “Students get lost in the system,” said Kanter. “We have to use
technology and people to keep them in the system and keep them highly
motivated to succeed.”
