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Soc. Sci. 2017, 6(3), 89; doi:10.3390/socsci6030089

Entry and Degree Attainment in STEM: The Intersection of Gender and Race/Ethnicity

Department of Sociology, Syracuse University, Syracuse, NY 13244, USA
Author to whom correspondence should be addressed.
Received: 26 September 2016 / Revised: 10 July 2017 / Accepted: 26 July 2017 / Published: 8 August 2017
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This study focused on entry to and attainment of bachelor’s degrees in science, technology, engineering, and mathematics (STEM) fields, by examining gender and race/ethnicity in an intersectional manner and paying particular attention to STEM subfields. The intersectional analysis extends previous research findings that female students are more likely to persist in college once they are in a STEM field and further reveals that racial minority women share the same tendency of persistence with white women. Women and racial minorities are most under-represented in physical-STEM fields. Our analysis reveals that black men would have had the highest probability to graduate in physical-STEM fields, had they had the family socioeconomic background and academic preparations of Asian males. This highlights the critical importance of family socioeconomic background and academic preparations, which improves the odds for STEM degree attainment for all groups. Out of these groups, black students would have experienced the most drastic progress. View Full-Text
Keywords: gender; race; STEM; persistence; intersection gender; race; STEM; persistence; intersection

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Ma, Y.; Liu, Y. Entry and Degree Attainment in STEM: The Intersection of Gender and Race/Ethnicity. Soc. Sci. 2017, 6, 89.

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