Engberg, M., & Wolniak, G. C. (2013). College student pathways to the STEM disciplines. Teachers College Record, 115(1).

Findings from the study suggest revealed significant effects in relation to race, academic preparation, attitudes and dispositions toward math and science, college choice considerations, and postsecondary experiences. While no institutional effects were uncovered at the high school level, both postsecondary sector and selectivity significantly influenced propensities toward majoring in a STEM discipline. The study concludes with several policy recommendations related to K-16 collaborations, dual-enrollment programs, and developmental considerations for teachers and counselors working with high school students.