A Quantitative Comparison of Female High School Students STEM Degree versus STEM Non-Degree Completion
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Authors
Wallace, Deetrice
Issue Date
2026-02
Type
Dissertation
Language
en
Keywords
Student Success Science , project-based learning , STEM , female STEM success
Alternative Title
Abstract
Women remain underrepresented among degree completers in science, technology, engineering, and mathematics despite increased exposure to secondary-level enrichment programs. However, there remains a lack of empirical evidence examining whether participation in high school programs is associated with higher rates of science, technology, engineering, and mathematics degree completion. This study investigated the relationship between female participation in the FIRST Robotics project-based learning program during high school and subsequent completion of science, technology, engineering, and mathematics degrees. The study was guided by social cognitive career theory, which emphasizes the influence of learning experiences, self-efficacy, and outcome expectations on educational decision-making. A quantitative, correlational research design was adopted for this investigation. The participants included female students who participated in the FIRST Robotics program during high school and a comparison group of female students who did not participate. Archival data on postsecondary enrollment and degree completion were analyzed to address the research questions. Pearson’s chi-square test revealed a statistically significant association between STEM degree completion and the two groups. The results indicated that female students who participated in the FIRST Robotics program were more likely to graduate with a degree in science, technology, engineering, or mathematics than non-participants. The findings have implications for high school project-based learning experiences, such as the FIRST Robotics program, in fostering readiness for college-level science, technology, engineering, and math, as well as degree-completion outcomes for female students. A future qualitative phenomenological study could examine the lived experiences of female students in higher education, exploring their personal stories of persistence, to identify best practices in curriculum design and guide the design of project-based learning structures.