A survey of student motivations for enrolling in engineering and technology undergraduate programs

Despite many efforts to attract and retain students in STEM programs in U.S. universities, it has proven to be a significant challenge. The ongoing COVID-19 pandemic has added to the struggles of students and educational institutions. At the same time, there is significant interest among funding agencies, including the National Science Foundation and philanthropic organizations to encourage enrollment in minority populations. This requires that we need to better understand the student population. Many national surveys and data sources including the Integrated Postsecondary Education System (IPEDS) provide a macro-level view across the entire country. This is insufficient for producing classroom-level changes. We need detailed information at the micro-level such as student surveys across multiple institutions to probe student motivations and ensure that their expectations are met and nurtured. We present the results of conducting a survey among 32 STEMs students enrolled in an introductory engineering course at Fairleigh Dickinson University. This is the first semester after the pandemic that courses were taught in person. We found significant differences along gender and racial lines. For the male students, 38% chose their STEM major due to parental or social influence, whereas for females it was 12.5%. For whites, parental/social influence accounted for 28% of STEM choices, whereas for African Americans, it was 0%. Across all students, 50% chose a STEM major due to an early interest in the field, or due to self-realization that they were good at STEM-related activities such as problem-solving. Our results indicate the importance of hands-on STEM exposure to students at the K-12 level and the role of mentors. Due to the recency of the data collected, we expect our findings to be valuable to the STEM education community.