Publication date: November 2017
Demand for skilled workers in the fields of science, technology, engineering, and math (STEM) is expected to grow rapidly in the coming decades. Yet Hispanics remain underrepresented in these high-paying fields as well as among those earning STEM degrees. Addressing this gap is particularly critical in Texas, where more than half of K–12 students are Hispanic.
This report identifies factors that predict whether Hispanic and non-Hispanic high school students in Texas will pursue or earn a postsecondary STEM degree. The study examined Texas students who began grade 9 from 2000 to 2006 and who enrolled in a Texas college or university by spring 2011.
Overall, Hispanic students in Texas take fewer and less rigorous math and science courses in high school and earn four-year STEM degrees at lower rates than their non Hispanic White peers. These findings suggest the need for initiatives to increase Hispanic students' enrollment in and completion of higher level math and science courses in high school. For instance, STEM education leaders in Texas are working with REL Southwest to incorporate predictors of postsecondary STEM success into professional development for T‑STEM Academies in the state.
Research alliance sponsor: Texas Hispanic STEM
Regional Educational Laboratory Southwest at SEDL • 4700 Mueller Blvd. • Austin, TX 78723 • 800-476-6861 • email@example.com