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Abstract

Spanish

This study examined the influence of mathematics course-taking on Latina/o science, technology, engineering, and mathematics (STEM) major persistence utilizing data from first-year STEM majors at a Hispanic-Serving Institution (HSI). Findings indicated that students who passed a first-term college-level mathematics course had significantly greater odds of persisting in STEM majors than those who did not, demonstrating the importance of early mathematics support to increased STEM major persistence.

Keywords

STEM Latina(o)Hispanic-Serving Institution retention mathematics

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An Examination of the Role of First-Year College-Level Mathematics in STEM Field Major Persistence at a Hispanic-Serving Institution

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Keywords

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