Date of Conferral

2021

Degree

Ph.D.

School

Education

Advisor

Cheryl Keen

Abstract

Science, technology, engineering, and mathematics (STEM) education continues to be a priority to the United States. A large body of research exists around the topic of STEM education and retention in STEM majors in higher education, yet there continues to be a low retention rate in STEM fields and a shortage of STEM workers in the United States. The U.S. Bureau of Labor Statistics projected that even with the current focus on the nation’s STEM retention, the demand for STEM professionals will outpace the number of qualified people. There is a limited body of knowledge regarding the college students’ experiences in changing their STEM major to a non-STEM major in their third year or later. The purpose of this basic qualitative study was to examine STEM college attrition in their third year or later. Lent et al.’s social cognitive career theory and Astin’s input-environment-output (I-E-O) model of college student development served as the framework. Three themes emerged from the analysis of interviews with 10 college students at one of California’s research institutions. Students experienced poor academic and career fit, mental health issues, and low student satisfaction in their STEM major, which led to their decision to leave STEM. The study also brought to light the importance to STEM retention and attrition of social engagement, mental health, and time management. The positive social change implications of this study are the increased knowledge and understanding of the factors that may contribute to STEM attrition in the later years. The implications and recommendations may improve and inform higher education policy and STEM retention programs.

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