Identifying Facilitators and Barriers to Choosing STEM Majors Among Asian American Students from Families with Low-Incomes

Background/Purpose:  Majors in science, technology, engineering, or mathematics (STEM) are associated with relatively high-earning and higher employment rates than majors in other fields, such as liberal arts. STEM fields have become central to U.S. economic growth and global competitiveness. Even though Asian American students display high level of interest in STEM fields, little research exists on the factors differentiating those choosing STEM over other particular fields of study, such as liberal arts or business, especially among low-income Asian American students.

This study aims to identify the facilitators and barriers to choosing STEM fields among low-income Asian American students. Based on the social cognitive career theory and Wisconsin model of status attainment theory, a wide range of demographic, secondary-school, parental, cultural, and student-level characteristics were considered as potentially important factors that affect Asian American students choosing STEM.

Methods: The Education Longitudinal Study of 2002/06 was used; the sample was restricted to Asian American students from families with low-incomes, defined as students from the bottom half of the socioeconomic stratum (N=337; weighted N= 31,711). Since the outcome variable, college major choice, has three categories (STEM, liberal arts, and business), a stepwise multinomial logistic regression was used. The fundamental statistical assumptions for the analysis were met and a multiple imputation method was used to address missing data.

Results: Results were significant for each block of variables entered with a final Nagelkerke’s pseudo R²=.514. Results suggest that students who participated in college preparation programs, showed greater preparation in math, and received higher math scores are more likely to choose STEM over liberal arts. Children of foreign-born immigrant parents were more likely to choose STEM compared to U.S.-born parents. U.S.-born students are more likely to choose STEM over liberal arts compared to foreign-born students. Students whose parents have higher college expectations, school involvement, and strict parenting styles are more likely to choose STEM than liberal arts.

As for the STEM vs. business, Asian students who were female, participated in AP classes and college preparation programs, and showed greater interest and preparation in math are more likely to choose STEM rather than business. Students’ English proficiency is negatively associated with the likelihood of choosing STEM.  Parents’ immigrant status, savings efforts for their children’s higher education, and strict parenting styles are positively associated with STEM major preference. In contrast, students who exhibit enjoyment and adeptness with English subject matter tended to prefer liberal arts or business majors. Overall, compared to demographic or school level factors, students’ academic activities and abilities, and parental influence are more decisive factors affecting the choice of STEM fields.  

Conclusions/Implications: Considering the significance of parental influence as well as students’ academic achievement and interest on majoring in STEM, more attention and effort should be paid to providing relevant information about college majors and STEM careers for parents, and increasing math/science achievement among high school students. Also, more exposure to STEM-related activities and environments may help students to be interested in math/science subjects and, in turn, to pursue STEM majors.