English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study confirmed appropriate measurement model fit for a theoretical model, the STEM vocational choice (STEM-VC) model. This model identifies exogenous factors that successfully predicted, at a statistically significant level, a student’s vocational choice decision to pursue a STEM degree at transfer. The student population examined for this study was Latina/o community college students enrolled at a 2-year college in Florida. Latina/o community college students were selected as a target population, as they represent the largest underrepresented demographic in the United States. Increasing student degree attainment, particularly in STEM fields for this ethnic population, would provide economic opportunity for a dominant demographic of the United States and address STEM degree educational pathway challenges. Latina/o students select predominantly community colleges as their higher education pathway, thus findings from this study will inform research, literature, and practice for community colleges serving the country’s Hispanic population. The STEM-VC model is an adaptation of the theoretical framework of social cognitive career theory (SCCT). This study built upon the original SCCT model through the addition of new posited exogenous variables for examination. As such, research conducted was not a direct or complete application of the SCCT model. Exogenous factors introduced for examination included academic achievement, transfer capital, and student validation. These constructs were informed by several resources in the literature including Laanan’s (2007) Transfer Student Questionnaire (L-TSQ) and his transfer student capital constructs (Laanan, 2004, Laanan, Starobin, & Eggleston, 2011). The work of Kraemer’s (1995) model of transfer intention supported academic achievement. The qualitative work of Laura Rendón (1993) provided support to examine student validation. Finally, recent studies by

Predictors of Latina/o community college student vocational choice of STEM fields: Testing of the STEM-vocational choice model