STEM 学生会投票吗?

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
D’Wayne Bell, Jing Feng, John B. Holbein, Jonathan Smith
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引用次数: 0

摘要

长期以来,专家学者、政治家和学术界一直担心 STEM 方向的学生的公民参与率可能很低。学习 STEM 是否真的会降低年轻人积极参与民主的几率?为了回答这个问题,我们创建了一个包含 2300 多万美国学生的数据集,并与全国有效投票记录进行了比对。这个新颖的数据集是美国已知的最大的个人层面数据集,它将高中生和大学生与投票结果联系在一起。该数据集还包含丰富的人口统计学和学术变量,以解释与学生选择 STEM 课程相关的许多常见问题。我们考虑了两个衡量 STEM 参与情况的指标:高中先修课程(AP)考试和大学专业。使用这两个衡量指标,我们发现,在不同的模型规格中,STEM 与投票之间的估计关系幅度都很小--与单个 "走出投票站 "邮件的影响大小差不多。我们的分析表明,平均而言,在高中和大学中略微增加 STEM 课程并不会明显导致美国年轻人的投票率偏低。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Do STEM Students Vote?12
Pundits, politicians, and academics have long worried about potentially low rates of civic participation among STEM-oriented students. Does studying STEM actually decrease the odds that young people will be actively involved in democracy? To answer this question, we created a dataset of over 23 million students in the United States, matched to national validated voting records. This novel dataset is the largest known individual-level dataset in the United States, connecting high school and college students to voting outcomes. It also contains a rich set of demographic and academic variables, to account for many of the common issues related to students’ selection into STEM coursework. We consider two measures of STEM participation: Advanced Placement (AP) exam taking in high school and college major. Using both measures, we find that, across model specifications, the estimated relationships between STEM and voting are small in magnitude—about the same effect size as a single get-out-the-vote mailer. Our analyses demonstrate that, on average, marginally more STEM coursework in high school and college does not contribute noticeably to the low voting rates among young people in the United States.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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