Yun Kyung Cho, University of Wisconsin-Madison
Underrepresentation of minorities in STEM higher education has been a frequently researched topic in sociology of education. Arguing for STEM paths as outcomes of the interaction between individuals and fields, this study examines field’s openness to different academic preparations and career interruptions. Analyzing NSF’s 2017 NSCG data on baccalaureate major fields and BA-PhD time gaps of STEM doctorate recipients between 1995 and 2014, this study finds field-specific associations between academic openness and demographic inclusivity. While the bio/life sciences field is more open to PhDs who have non-STEM baccalaureates and inclusive of women, the physical/chemical sciences field is academically and demographically homogeneous as many of its PhDs are white US citizens and have baccalaureates in the identical physical/chemical field. The computer/mathematics field is more inclusive of non-US citizens and more open to prolonged BA-PhD paths, while the engineering remains less inclusive of Asian PhDs with career interruptions despite their baccalaureates in the identical engineering field. Findings indicate that STEM fields operate as mechanisms of inclusion conditional on academic preparations and career timelines as well as demographic backgrounds. The findings suggest that STEM fields which are more open to diverse trajectories may promote STEM doctorate attainment among demographic minorities, non-STEM majors, and returning students.
No extended abstract or paper available
Presented in Session 38. Curriculum and Career, Discipline and Disruption