Document Type

Article

Publication Date

12-1-2015

Published In

Annals Of Applied Statistics

Abstract

This paper represents a methodological-substantive synergy. A new model, the Mixed Effects Structural Equations (MESE) model which combines structural equations modeling and item response theory, is introduced to attend to measurement error bias when using several latent variables as predictors in generalized linear models. The paper investigates racial and gender disparities in STEM retention in higher education. Using the MESE model with 1997 National Longitudinal Survey of Youth data, I find prior mathematics proficiency and personality have been previously underestimated in the STEM retention literature. Pre-college mathematics proficiency and personality explain large portions of the racial and gender gaps. The findings have implications for those who design interventions aimed at increasing the rates of STEM persistence among women and underrepresented minorities.

Keywords

Structural Equations Models, Item Response Theory, Stem Retention, Higher Education, Individual Achievement-Test, Stem Majors, Models, Personality, Persistence, Science, Women, Experiences, Minorities, Inference

Comments

This work is freely available courtesy of Institute of Mathematical Statistics (IMS).

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