Racism, sexism and disconnection: contrasting experiences of Black women in STEM before and after transfer from community college

International Journal of STEM Education

Table 1 Percent of students persisting from STEM major declaration to graduation by race, gender, and community college attendance: North Carolina High School Class of 2004

		Percent^b of students persisting to graduation by group
Students declaring STEM Major	N	All students	Black	Latinx	Asian–American	Other	White
Full sample^a	3185	72.9	56.1	56.7	77.7	73.3	76.4
Women	1313	74.2	61.2	53.8	85.6	78.6	77.5
Men	1872	71.9	50.3	58.5	73.2	68.8	75.6
Transfer students	585	60.5	39.3	54.5	71.8	60.0	62.8
Women	198	59.3	40.7	50.0	88.9	80.0	61.4
Men	387	61.1	37.7	56.3	66.7	40.0	63.5
Non-transfer students	2600	76.4	59.2	57.8	78.7	80.0	80.5
Women	1115	77.7	64.8	55.0	85.3	77.8	81.5
Men	1485	75.4	52.8	60.0	74.5	81.1	79.9

The authors’ calculations are from administrative educational records on the North Carolina public high school class of 2004 and the UNC System of public universities
^aThe full sample contains all students in the sample that declared a STEM major, which is then separated into students that had transferred from a community college (transfer students) and students that had originated in the university system (non-transfer students)
^bThe percentages are based on the number of students among various groups and by gender that persisted to graduation with a bachelor’s degree after declaring a STEM major