Skip to main content
SpringerLink
Log in

Why We Are Still Talking About Leaving

  • Chapter
  • First Online:
Book cover Talking about Leaving Revisited

Abstract

In this chapter, we discuss the scholarly debate about the nature and consequences of losses from STEM majors. We also offer a summary of findings from the original study, Talking about Leaving: Why Undergraduates Leave the Sciences (Seymour & Hewitt, Talking about leaving: Why undergraduates leave the sciences, Boulder, CO: Westview Press; 1997), which are revisited in findings from the present study throughout this book. The original work was designed to discover, and establish the relative importance of factors contributing to high rates of switching from STEM to non-STEM majors; the current study explores what has and has not changed in the intervening years, what new variables have arisen, and how these contribute to losses from STEM majors. The digest of original findings allows comparison and contrast with findings from the present study. We also review research that has tested and augmented the original findings and explain what prompted the follow-up study. The purposes, design, and conduct of the new study are explained, and the chapter finishes with an overview of the book’s content and structure.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    The sample comprised four public IHEs:

    • a large urban, mid-western university with prestige ranking for its STEM research and high production of STEM undergraduates and graduates;

    • a “flagship” western state university with high reputation for its engineering school and several science departments;

    • a comprehensive, urban north-eastern university with large and diverse STEM undergraduate enrollment;

    • a western state (originally land-grant) university serving a large rural population, with a prestigious engineering research program, and applied science specialties.

    And three private IHEs:

    • a large west coast university with selective admission and high STEM research prestige;

    • a western liberal arts college with a strong reputation for its science teaching (engineering is not offered);

    • a small western city university offering masters’ degrees and doctorates in the sciences and undergraduate engineering.

    The selection of four western state institutions was made because the study was funded in two stages—the first of which focused on four regional IHEs; the second stage added three additional IHE types and wider geographic scope.

  2. 2.

    Ethnographic research explores cultural phenomena from the point of view of the subjects of the study—as expert witnesses to events of which they are a part.

  3. 3.

    This explains why exit interviews may not provide useful explanations for a student’s decisions to leave. The interviewers tend to hear about “last straw” incidents but may not learn about the substantive problems that led to them.

  4. 4.

    How instructors taught large classes did contribute to switching. Class size, by itself, did not.

  5. 5.

    Reviewed in Talking about Leaving, pp. 235–236 and 239.

  6. 6.

    Asian-American students are commonly omitted from STEM education studies that focus on underrepresented minorities (URMs). To do this is to treat as a single category students from a wide array of national and linguistic groups and fails to distinguish those communities that are long established in the USA from those of recent immigration. In addition, as we discovered in the original study (and recounted earlier in this chapter), their exclusion misses problems that are distinctive to some Asian groups. A 2018 study by the Center for Law and Social Policy (CLASP) highlights one important persistent-related issue: “Across the board, Asian-American students have the greatest amount of unmet need, regardless of the institution they attend. We offer a few explanations for this. Across all races/ethnicities, Asian-Americans are the most income-stratified; while some Asian-American subpopulations are as financially secure as whites, many others live in deep poverty.” Kochhar and Cilluffo (2018) also report that, income inequality in the U.S. is rising most rapidly among Asians.

References

  • Agar, M. (1996). The professional stranger: An informal introduction to ethnography. San Diego, CA: Academic Press.

    Google Scholar 

  • Alexander, C., Chen, E., & Grumbach, K. (2009). How leaky is the health career pipeline? Minority student achievement in college gateway courses. Academic Medicine, 84(6), 797–802.

    Article  Google Scholar 

  • Ambrose, S. (1966). Duty, honor, country: A history of west point. Baltimore, MD: John Hopkins University Press.

    Google Scholar 

  • Astin, A., & Astin, A. S. (1993). Undergraduate science education: The impact of different college environments on the educational research pipeline in the sciences. Los Angeles, CA: Higher Education Research Institute, UCLA.

    Google Scholar 

  • Beichner, R. J. (2008). The SCALE-UP project: A student-centered active learning environment for undergraduate programs. Commissioned paper for the national academies workshop: Evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. Retrieved from http://www7.nationalacademies.org/bose/PP_Commissioned_Papers.html

  • Beichner, R. J., & Saul, J. M. (2003). Introduction to the SCALE-UP (student-centered activities for large enrollment undergraduate programs) project. In Proceedings of the International School of Physics “Enrico Fermi” (pp. 1–17). Varenna, Italy.

    Google Scholar 

  • Beichner, R. J., Saul, J. M., Abbott, D. S., Morse, J. J., Deardorff, D. L., Allain, R. J., … Risley, J. S. (2007). The student-centered activities for large enrollment undergraduate programs (SCALE-UP). In E. F. Redish & P. J. Cooney (Eds.), Research-based reform of university physics. Retrieved from http://www.compadre.org/PER/per_reviews/volume1.cfm

  • Berrett, D. (2011, November 6). What spurs students to stay in college and learn? Good teaching practices and diversity. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/What-Spurs-Students-to-Stay-in/129670/

  • Biggers, M., Brauer, A. & Yilmaz, T. (2008, March). Student perceptions of computer science: A retention study comparing graduating seniors vs. CS leavers. Paper presented at the 39th SIGCSE technical symposium on computer science education, Portland, OR. https://doi.org/10.1145/1352135.1352274

  • Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369–386. https://doi.org/10.1080/09540250500145072

    Article  Google Scholar 

  • Bonous-Hammarth, M. (2000). Pathways to success: Affirming opportunities for science, mathematics, and engineering majors. Journal of Negro Education, 69(1/2), 92–111.

    Google Scholar 

  • Borrego, M., Froyd, J. E., & Hall, T. S. (2010). Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments. Journal of Engineering Education, 99(3), 185–207.

    Article  Google Scholar 

  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Braxton, J. M., Shaw Sullivan, A. V., & Johnson, R. M., Jr. (1997). Appraising Tinto’s theory of college student departure. In J. C. Smart (Ed.), Higher education: Handbook of theory and research. New York, NY: Agathon.

    Google Scholar 

  • Bressoud, D., Mesa, V., & Rasmussen, C. (2015). Insights and recommendations from the MAA national study of college calculus (MAA notes). Washington, DC: The Mathematical Association of America.

    Google Scholar 

  • Bureau of Labor Statistics, U.S. Department of Labor. Occupational outlook handbook, 2012–2013 ed. Retrieved from http://www.bls.gov/ooh

  • Callahan, K. M. (2009). Academic-centered peer interactions and retention in undergraduate mathematics programs. Journal of College Student Retention, 10(3), 361–389.

    Article  Google Scholar 

  • Campbell, G. (1993, March 31). Visions of engineering education in Century 11. The Porth Distinguished Lecture, University of Missouri at Rolla, Rolla, MO.

    Google Scholar 

  • Carnevale, A. P., Smith, N., & Melton, M. (2011). STEM: Science, technology, engineering, mathematics. Georgetown University, Center on Education and the Workforce. Retrieved from http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/stem-complete.pdf

  • Cejda, B. D., Kaylor, A. J., & Rewey, K. L. (1998). Transfer shock in an academic discipline: The relationship between students’ majors and their academic performance. Community College Review., 26(3), 1–14.

    Article  Google Scholar 

  • Center for Law and Social Policy (CLASP). (2018). When financial aid falls short: New data reveal students face thousands in unmet needs. Washington, DC.

    Google Scholar 

  • Chang, M. J., Cerna, O., Han, J., & Saenz, V. (2008). The contradictory roles of institutional status in retaining underrepresented minorities in biomedical and behavioral science majors. The Review of Higher Education, 31(4), 433–464.

    Article  Google Scholar 

  • Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching., 51(5), 555–580.

    Article  Google Scholar 

  • Chen, X. (2013). STEM attrition: College students’ paths into and out of STEM fields (NCES 2014-001). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

    Google Scholar 

  • Chen, X. (2015). STEM attrition among high-performing college students in the United States: Scope and potential causes. Journal of Technology and Science Education, 5(1), 41–59.

    Article  Google Scholar 

  • Clewell, B. C., de Cohen, C. C., Tsui, L., Forcier, L., Gao, E., Young, N., … West, C. (2006). Final report on the evaluation of the National Science Foundation Louis Stokes Alliance for Minority Participation Program. Washington DC: The Urban Institute.

    Google Scholar 

  • Clifford, J. (1988). The predicament of culture: Twentieth century ethnography, literature, and art. Cambridge, MA: Harvard University Press.

    Book  Google Scholar 

  • Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285–300.

    Article  Google Scholar 

  • Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. London, England: Sage.

    Google Scholar 

  • Crisp, G., Nora, A., & Taggart, A. (2009). Student characteristics, pre-college, college, and environmental factors as predictors of majoring in and earning a STEM degree: An analysis of students attending a hispanic-serving institution. American Educational Research Journal, 46(4), 924–942.

    Article  Google Scholar 

  • Dancy, M., & Henderson, C. (2010). Pedagogical practices and instructional change of physics faculty. American Journal of Physics, 78(10), 1056–1063.

    Article  Google Scholar 

  • DeAngelo, L., Franke, R., Hurtado, S., Pryor, J. H., & Tran, S. (2011). The American freshman: National norms for fall 2009. Los Angeles, CA: Higher Education Research Institute, UCLA.

    Google Scholar 

  • DeAngelo, L., Hurtado, S., Pryor, J. H., Kelly, K. R., & Santos, J. L. (2009). The American college teacher: National norms for the 2007–2008 HERI faculty survey. Los Angeles, CA: Higher Education Research Institute, UCLA.

    Google Scholar 

  • Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students’ understanding of electromagnetism concepts? Technology, 14(2), 243–279.

    Google Scholar 

  • Drew, C. (2011, November 4). Why science majors change their minds (it’s just so darn hard). The New York Times. Retrieved from http://www.nytimes.com/2011/11/06/education/edlife/why-science-majors-change-their-mind-its-just-so-darn-hard.html?_r=1&scp=1&sq=christopher%20drew%20science%20majors&st=cse

  • Durkheim, E. (2005) Suicide: A study in sociology. In J. A. Spaulding & G. Simpson (Trans.) London and New York, NY: Routledge and Kegan Paul.

    Google Scholar 

  • Eagan, K., Hurtado, H., Figueroa, T. & Hughes, B. (2014). Examining STEM pathways among students who began college at four-year institutions. Commissioned paper prepared for the Committee on Barriers and Opportunities in completing 2-year and 4-year STEM degrees, National Academy of Sciences, Washington, DC. Retrieved April, 2015, from: http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_088834.pdf

  • Eagan, M. K., Hurtado, S., & Chang, M. J. (2010, November). What matters in STEM: Institutional contexts that influence bachelor’s degree completion rates. Paper presented at the annual meeting of the Association for the Study of Higher Education, Indianapolis, IN.

    Google Scholar 

  • Eagan, M. K., Hurtado, S., Figueroa, T., & Hughes, B. (2012). Examining STEM pathways among students who begin college at four-year institutions. Los Angeles, CA: Higher Education Research Institute, UCLA.

    Google Scholar 

  • Ege, S. N., Coppola, B. P., & Lawton, R. G. (1997). The University of Michigan undergraduate chemistry curriculum. 1. Philosophy, curriculum, and the nature of change. Journal of Chemical Education, 74(1), 74–83.

    Article  Google Scholar 

  • Elizondo-Montemayor, L., Hernández-Escobar, C., Ayala-Aguirre, F., & Aguilar, G. M. (2008). Building a sense of ownership to facilitate change: The new curriculum. International Journal of Leadership in Education, 11(1), 83–102.

    Article  Google Scholar 

  • Ellis, J., Fosdick, B. K., & Rasmussen, C. (2016). Women 1.5 times more likely to leave STEM pipeline after Calculus compared to men: Lack of mathematical confidence a potential culprit. PLoS One, 11(7), e0157447. https://doi.org/10.1371/journal.pone.0157447

    Article  Google Scholar 

  • Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209–240.

    Article  Google Scholar 

  • Festinger, L. (1961). The psychological effects of insufficient rewards. American Psychologist, 16(1), 1–11.

    Article  Google Scholar 

  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering and math. Proceedings of the National Academies of Science., 111(23), 8410–8415.

    Article  Google Scholar 

  • Garcia, G. A., & Hurtado, S. (2011). Predicting Latina/o STEM persistence at HSIs and non-HSIs. Paper presented at the American Educational Research Association annual meeting, New Orleans, LA.

    Google Scholar 

  • Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. (2012). From gatekeeping to engagement: A multi-contextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53(2), 229–261.

    Article  Google Scholar 

  • Gates, S. J., & Mirkin, C. (2012). Engage to excel. Science, 335(6076), 1545.

    Article  Google Scholar 

  • Gayles, J. G., & Ampaw, F. (2014). The impact of college experiences on degree completion in STEM fields at four-year institutions: Does gender matter? The Journal of Higher Education, 85(4), 439–468.

    Article  Google Scholar 

  • Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In The interpretation of cultures: Selected essays (pp. 3–30). New York, NY: Basic Books.

    Google Scholar 

  • Goldrick-Rab, S. (2010). Challenges and opportunities for improving community college student success. Review of Educational Research, 80(3), 437–469.

    Article  Google Scholar 

  • Good, C., Rattan, A., & Dweck, L. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700.

    Article  Google Scholar 

  • Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A.-B., & Handelsman, J. (2013). Increasing persistence of college STEM majors. Science, 341, 1455–1456.

    Article  Google Scholar 

  • Griffith, A. L. (2010). Persistence of women and minorities in STEM field majors: Is it the school that matters? Economics of Education Review, 29(6), 911–922. https://doi.org/10.1016/j.econedurev.2010.06.010

    Article  Google Scholar 

  • Hall, R. M., & Sandler, B. (1984). Out of the classroom: A chilly campus climate for women? Project on the status and education of women. Washington, DC: Association of American College.

    Google Scholar 

  • Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., … Wood, W. B. (2004). Scientific teaching. Science, 304(5670), 521–522. https://doi.org/10.1126/science.1096022

    Article  Google Scholar 

  • Hardin, E. E., & Longhurst, M. O. (2016). Understanding the gender gap: Social cognitive changes during an introductory STEM course. Journal of Counseling Psychology, 63(2), 233–239. https://doi.org/10.1037/cou0000119

    Article  Google Scholar 

  • Henderson, C., & Dancy, M. H. (2007). Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics. Physical Review Special Topics–Physics Education Research, 3(2), 020102.

    Article  Google Scholar 

  • Henderson, C., & Dancy, M. H. (2008). Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations. American Journal of Physics, 76(1), 79–91.

    Article  Google Scholar 

  • Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of literature. Wiley Online Library. https://doi.org/10.1002/tea.20439

    Article  Google Scholar 

  • Herrara, F.A. & Hurtado, S. (2011). Maintaining initial interests: Developing science, technology, engineering, and mathematics (STEM) career interests among underrepresented racial minority students. Paper presented at the American Educational Research Association annual meeting, New Orleans, LA.

    Google Scholar 

  • Hills, J. (1965). Transfer shock: The academic performance of the transfer student. The Journal of Experimental Education., 33(3), 201–215.

    Article  Google Scholar 

  • Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2014). To choose sciences: Constructions of desirable identities among young people considering a STEM higher education programs. Journal of Science Education, 36(2), 186–215.

    Article  Google Scholar 

  • Hunter, A.-B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36–74. https://doi.org/10.1002/sce.20173. Retrieved 10/13/2006 from http://www3.interscience.wiley.com/cgi-bin/jissue/108069556

    Article  Google Scholar 

  • Hurtado, S., Eagan, K., & Chang, M. (2010). Degrees of success: Bachelor’s degree completion rates among initial STEM majors. Los Angeles, CA: Higher Education Research Institute, University of California.

    Google Scholar 

  • Hurtado, S., Eagan, M. K., & Hughes, B. (2012). Priming the pump or the sieve: Institutional contexts and URM STEM degree attainments. Los Angeles, CA: Higher Education Research Institute, UCLA.

    Google Scholar 

  • Hyde, M. S., & Gess-Newsome, J. (2000). Adjusting education practice to increase female persistence in the sciences. Journal of College Student Retention, 1(4), 335–355.

    Article  Google Scholar 

  • Islam, M. M., & Al-Ghassani, A. (2015). Predicting college math success: Do high school performance and gender matter? Evidence from Sultan Qaboos University in Oman. International Journal of Higher Education, 4(2), 67. https://doi.org/10.5430/ijhe.v4n2p67

    Article  Google Scholar 

  • Jackson, D. L. (2013). Making the connection: The impact of support systems on female transfer students in science, technology, engineering, and mathematics (STEM). The Community College Enterprise., 19(1), 19–33.

    Google Scholar 

  • Jaeger, A. J., Eagan, M. K., & Wirt, L. G. (2008). Retaining students in science, math, and engineering majors: Rediscovering cooperative education. Journal of Cooperative Education and Internships, 42(1), 20–32.

    Google Scholar 

  • Johnson, A. C. (2007). Unintended consequences: How science professors discourage women of color. Science Education, 91, 805–821.

    Article  Google Scholar 

  • Jones, M. T., Barlow, A. E., & Villarejo, M. (2010). The importance of undergraduate research for minority persistence and achievement in biology. The Journal of Higher Education, 81(1), 82–115.

    Article  Google Scholar 

  • Kim, M. M., Rhoades, G., & Woodard, D. B. (2003). Sponsored research versus graduating students? Intervening variables and unanticipated findings in public research universities. Research in Higher Education, 44(1), 51–81.

    Article  Google Scholar 

  • Kochhar, R., & Cilluffo, A. (2018). Income inequality in the U.S. is rising most rapidly among Asians. http://www.pewsocialtrends.org/2018/07/12/income-inequality-in-the-u-s-isrising-most-rapidly-among-asians/

  • Kokkelenberg, E. C., & Sinha, E. (2010). Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students. Economics of Education Review, 29(6), 935–946. https://doi.org/10.1016/j.econedurev.2010.06.016

    Article  Google Scholar 

  • Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2005). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Kuh, G. D., Schuh, J., Whitt, E. J., & Associates. (1991). Involving colleges: Successful approaches to fostering student learning and development outside the classroom. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Laursen, S. L., Hunter, A.-B., Seymour, E., Thiry, H., & Melton, G. (2010). Undergraduate research in the sciences: Engaging students in real science. San Francisco, CA: Jossey Bass.

    Google Scholar 

  • LeBeau, B., Harwell, M., Monson, D., Dupuis, D., Medhanie, A., & LeBeau, T. R. (2012). Student and high school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college. Research in Science & Technological Education, 30(1), 17–28.

    Article  Google Scholar 

  • Lee, Y.-G., & Ferrare, J. J. (2019). Finding one’s place or losing the race? The consequences of STEM departure for college dropout and degree completion. The Review of Higher Education., 43(1), 221–261.

    Article  Google Scholar 

  • Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123. https://doi.org/10.1037/a0021276

    Article  Google Scholar 

  • Litzler, E., & Young, J. (2012). Understanding the risk of attrition in undergraduate engineering: Results from the project to assess climate in engineering. Journal of Engineering Education, 102(2), 319–345.

    Article  Google Scholar 

  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907.

    Article  Google Scholar 

  • Manis, J., Sloat, B. F., Thomas, N. G., & Davis, C.-S. (1989). An analysis of factors affecting choices of majors in science, mathematics, and engineering at the University of Michigan. Michigan, MI: Center for Continuing Education of Women, University of Michigan.

    Google Scholar 

  • McLelland, L. (1993). Students entering science, mathematics and engineering majors as fall freshmen, 1980–1988. Unpublished data provided by L. McLelland, Director, Office of Research and information, University of Colorado at Boulder.

    Google Scholar 

  • Merton, P., Froyd, J. E., Clark, M. C., & Richardson, J. (2009). A case study of relationships between organizational culture and curricular change in engineering education. Innovative Higher Education, 34(4), 219–233.

    Article  Google Scholar 

  • Morrison, C., & Williams, L. E. (1993). Minority engineering programs: A case for institutional support. NACME Research Letter, 4(1), 1–11.

    Google Scholar 

  • Mortenson, T. (1995, January 26–29). Financial opportunity for post-secondary education. Paper to the NACME Research and Policy Conference: Minorities in mathematics, science and engineering. Wake Forest University, Winston-Salem, NC.

    Google Scholar 

  • Museus, S. D., Agbayani, A., & Chang, D. M. (Eds.) (2016). Focusing on the underserved: Immigrant, refugee, and indigenous Asian-American and Pacific Islanders in Higher Education. University of Hawai’i, Information Age Publishing

    Google Scholar 

  • Museus, S. D., & Liverman, D. (2010). High-performing institutions and their implications for studying underrepresented minority students in STEM. New Directions for Institutional Research, 148, 17–27.

    Article  Google Scholar 

  • Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student-faculty research partnerships affect student retention. The Review of Higher Education, 22(1), 55–72.

    Article  Google Scholar 

  • Nasr, K., Pennington, J., & Andres, C. (2004). A study of students’ assessments of cooperative education outcomes. Journal of Cooperative Education, 38(1), 13–21.

    Google Scholar 

  • National Academies of Sciences, Engineering, and Medicine. (2016). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways. National Academies Press.

    Google Scholar 

  • National Science Foundation. (2012). Science and engineering indicators 2012. Washington, DC: National Science Board.

    Google Scholar 

  • National Center for Educational Statistics CIP User Site. (2019, May 1). Retrieved from: https://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55

  • Nicholls, G. M., Wolfe, H., Besterfield-Sacre, M., & Shuman, L. J. (2010). Predicting STEM degree outcomes based on 8th grade data and standard test scores. Journal of Engineering Education, 99(3), 209–223.

    Article  Google Scholar 

  • Nuwer, H. (2001). Wrongs of passage. Bloomington, IN: Indiana University Press.

    Google Scholar 

  • Nuwer, H. (2004). The hazing reader. Bloomington, IN: Indiana University Press.

    Google Scholar 

  • Olson, S., & Riordan, D. G. (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics (Report to the President) (130 p.). Executive Office of the President.

    Google Scholar 

  • Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172–208.

    Article  Google Scholar 

  • Ost, B. (2010). The role of peers and grades in determining major persistence in the sciences. Economics of Education Review, 29(6), 923–934. https://doi.org/10.1016/j.econedurev.2010.06.011

    Article  Google Scholar 

  • Packard, B. W. (2005). Mentoring and retention in college science: Reflections on the sophomore year. Journal of College Student Retention, 6(3), 289–300.

    Article  Google Scholar 

  • Palmer, R. T., Maramba, D. C., & Dancy, T. E. (2011). A qualitative investigation of factors promoting the retention and persistence of students of color in STEM. The Journal of Negro Education, 81(4), 491–504.

    Google Scholar 

  • Pascarella, E., & Terenzini, P. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Pascarella, E., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Perna, L., Lundy-Wagner, V., Drezner, N. D., Gasman, M., Yoon, S., Bose, E., & Gary, S. (2009). The contributions of HBCUs to the preparation of African-American women for STEM careers: A case study. Research in Higher Education, 50, 1–23.

    Article  Google Scholar 

  • Porter, O. (1990). Undergraduate completion and persistence at four-year colleges and universities: Completers, persisters, stop-outs and drop-outs. Washington, DC: National Institute of Independent Colleges and Universities.

    Google Scholar 

  • Price, J. (2010). The effect of instructor race and gender on student persistence in STEM fields. Economics of Education Review, 29(6), 901–910.

    Article  Google Scholar 

  • QSR International (2016). NVivo 10.0. https://www.qsrinternational.com/nvivo/what-is-nvivo

  • Rask, K. (2010). Attrition in STEM fields at a liberal arts college: The importance of grades and pre-collegiate preferences. Economics of Education Review, 29(6), 892–900. https://doi.org/10.1016/j.econedurev.2010.06.013

    Article  Google Scholar 

  • Reich, D. (2011, November 9). Why engineering majors change their minds. Forbes. Retrieved from http://www.forbes.com/sites/danreich/2011/11/09/why-engineering-majors-change-their-minds/

  • Reyes, M. (2011). Unique challenges for women of color in STEM transferring from community colleges to universities. Harvard Educational Review, 81(2), 241–262.

    Article  Google Scholar 

  • Riegle-Crumb, C., & King, B. (2010). Questioning a white male advantage in STEM: Examining disparities in college major by gender and race/ethnicity. Educational Researcher, 39(9), 656–664.

    Article  Google Scholar 

  • Rodriguez, C., Kirshstein, R., Amos, L., Jones, W., Espinosa, L., & Watnick, D. (2012). Broadening participation IN STEM: A call to action. Washington, DC: American Institutes for Research.

    Google Scholar 

  • Rosser, S. V. (1990). Female-friendly science: Applying women’s study methods and theories to attract students. New York, NY: Pergamon.

    Google Scholar 

  • Rotberg, I. (1990). Sources and reality: The participation of minorities in science and engineering education. Phi Delta Kappan, 71, 358–361.

    Google Scholar 

  • Rothwell, J. (2013). The hidden STEM economy: Metropolitan policy program at brookings institution. Retrieved April, 2015, from http//www.brookings.edu/~/media/research/files/reports/2013/06/10-stem-economy-rothwell/thehiddenstemeconomy610.pdf

  • Salzman, H. (2013). What shortage? The real evidence about the STEM workforce. Issues in Science and Technology, 29(4). Retrieved from http://issues.org/29-4/what-shortgae-th-real-evidence-about-the-stem-workforce/

  • Science editorial. (1992). Minorities in science: The pipeline problem. Science, 285(5085), 1175.

    Google Scholar 

  • Seidel, J. V., Kjolseth, J. R., & Seymour, E. (1988). The ethnograph: A user’s guide. Littleton, CO: Qualis Research Associates.

    Google Scholar 

  • Seymour, E., & DeWelde, C. (2016). Why doesn’t knowing change anything? Constraints and resistance, leverage and sustainability (with K. De Welde). In G. C. Weaver, W. D. Burgess, A. L. Childress, & L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century. Purdue, IN: Purdue University Press.

    Google Scholar 

  • Seymour, E., & Fry, C. F. (2016). The Reformers’ Tale: Determining progress in improving undergraduate STEM education. In G. C. Weaver, W. D. Burgess, A. L. Childress, & L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century. Purdue, IN: Purdue University Press.

    Google Scholar 

  • Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.

    Google Scholar 

  • Seymour, E., Hunter, A.-B., Laursen, S., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493–534.

    Article  Google Scholar 

  • Shi, R. (2011, November 16). An alternative to grade inflation. The Daily Texan. Retrieved from http://www.dailytexanonline.com/opinion/2011/11/16/alternative-grade-inflation

  • Spradley, J. P. (1979). The ethnographic interview. Belmont, CA: Wadsworth Group/Thomson Learning.

    Google Scholar 

  • Strayhorn, T. L., Long, L. L., Kitchen, J. A., Williams, M. S., & Stentz, M. E. (2013). Academic and social barriers to Black and Latino male collegians’ success in engineering and related STEM fields. Atlanta, GA: American Society for Engineering Education.

    Book  Google Scholar 

  • Suresh, R. (2007). The relationship between barrier courses and persistence in engineering. Journal of College Student Retention: Research, Theory, and Practice, 8(2), 215–239.

    Article  Google Scholar 

  • Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science, 312(5777), 1143–1144.

    Article  Google Scholar 

  • Tate, E. D., & Linn, M. C. (2005). How does identity shape the experiences of women of color engineering students? Journal of Science Education and Technology., 14(5/6), 483–493.

    Article  Google Scholar 

  • Taylor, T. (2011, November 14). Grade inflation and choice of major [Web log post: The conversable economist]. Retrieved from http://conversableeconomist.blogspot.com/2011/11/grade-inflation-and-choice-of-major.html

  • Tinto, V. (1975, Winter). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125.

    Article  Google Scholar 

  • Tobias, S. (1990). They’re not dumb, they’re different: Stalking the second tier. Tucson, AZ: Research Corporation.

    Google Scholar 

  • Tobias, S. (1992). Revitalizing undergraduate science: Why some things work and most don’t. Tucson, AZ: Research Corporation.

    Google Scholar 

  • U S Department of Education. (2014). 2013–2014 civil rights data collection: Key data insights on equity and opportunity gaps in our nation’s public schools. Washington DC: Office for Civil Rights.

    Google Scholar 

  • Van Maanen, J. (1988). Tales of the field: On writing ethnography. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Walczyk, J. J., Ramsey, L. L., & Zha, P. (2007). Obstacles to instructional innovation according to college science and mathematics faculty. Journal of Research in Science Teaching, 44(1), 85–106.

    Article  Google Scholar 

  • Whalen, D. F., & Shelley, M. C. (2010). Academic success for STEM and non-STEM majors. Journal of STEM Education, 11(1–2), 45–60.

    Google Scholar 

  • Wieman, C., Perkins, K., & Gilbert, S. (2010). Transforming science education at large research universities s: A case study in progress. Change: The Magazine of Higher Learning, 42(2), 7–14.

    Article  Google Scholar 

  • Zhang, Y., & Allen, T. O. (2015). Challenges and support: Transfer experiences of community college engineering students. Journal of Applied Research in Community College, 22(1), 43–50.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Ethnography and Evaluation Research (E&ER), University of Colorado Boulder, Boulder, CO, USA

    Elaine Seymour, Anne-Barrie Hunter & Timothy J. Weston

  2. Center for STEM Learning, University of Colorado Boulder, Boulder, CO, USA

    Anne-Barrie Hunter

  3. National Center for Women and Information Technology (NCWIT), University of Colorado Boulder, Boulder, CO, USA

    Timothy J. Weston

Authors
  1. Elaine Seymour
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anne-Barrie Hunter
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Timothy J. Weston
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Elaine Seymour .

Editor information

Editors and Affiliations

  1. Ethnography & Evaluation Research (E&ER), University of Colorado Boulder, Boulder, CO, USA

    Elaine Seymour  & Anne-Barrie Hunter  & 

  2. Center for STEM Learning, University of Colorado Boulder, Boulder, CO, USA

    Anne-Barrie Hunter

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Seymour, E., Hunter, AB., Weston, T.J. (2019). Why We Are Still Talking About Leaving. In: Seymour, E., Hunter, AB. (eds) Talking about Leaving Revisited. Springer, Cham. https://doi.org/10.1007/978-3-030-25304-2_1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-25304-2_1

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-25303-5

  • Online ISBN: 978-3-030-25304-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation