Working Paper: NBER ID: w18799
Authors: Peter Arcidiacono; Esteban M. Aucejo; V. Joseph Hotz
Abstract: The low number of college graduates with science degrees -- particularly among under-represented minorities -- is of growing concern. We examine differences across universities in graduating students in different fields. Using student-level data on the University of California system during a period in which racial preferences were in place, we show significant sorting into majors based on academic preparation, with science majors at each campus having on average stronger credentials than their non-science counterparts. Students with relatively weaker academic preparation are significantly more likely to leave the sciences and take longer to graduate at each campus. We show the vast majority of minority students would be more likely to graduate with a science degree and graduate in less time had they attended a lower ranked university. Similar results do not apply for non-minority students.
Keywords: STEM education; minority graduation rates; college selectivity; academic preparation
JEL Codes: I23; J15; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| weaker academic preparation (I24) | switch out of STEM majors (A12) |
| weaker academic preparation (I24) | longer time to graduate (A23) |
| lower SAT scores (I24) | lower likelihood of graduating in STEM (D29) |
| attending less selective universities (I23) | higher graduation rates in STEM for minorities (I24) |
| attending more selective universities (I23) | lower persistence rates in STEM for non-minorities (J15) |
| mismatch caused by affirmative action policies (J78) | hinder minority students' success in STEM (I24) |