UNDERSTANDING THE RELATIONSHIP OF FEDERAL FINANCIAL SUPPORT TO THE BACCALAUREATE STEM DEGREE PRODUCTION IN U.S. COLLEGES AND UNIVERSITIES

Abstract

The purpose of this study was to examine STEM baccalaureate degree production in relationship to the receipt of National Science Foundation (NSF) undergraduate education awards by the included postsecondary institutions. Data from NSF Award Abstracts and Integrated Postsecondary Education Data System (IPEDS) from 2003 to 2012 were utilized to determine how receipt of NSF funding affects STEM baccalaureate degree production (total number and proportion of all baccalaureate degrees) when holding relevant independent variables constant. In addition to total STEM degree production and production rate, STEM degree awards for women and underrepresented minority students (URMs) were also analyzed. Findings revealed that, in most models, NSF funding was not a significant factor in the production outcomes. However, public institutions with NSF awards for URMs did produce a greater average number of STEM baccalaureate degrees by URM students. In addition, private institutions with NSF awards for STEM education produced a greater average number of STEM baccalaureate degrees in total. This study’s findings suggest that the presence of NSF funding could have an impact on STEM degree production for some student populations, in some institutions, but may not for others. The varied outcomes may inform institutions and policy makers, when reflecting on the stated goal of the federal government, to increase STEM baccalaureate degree production and the impact of federal funding for such endeavors. Additional research focused on NSF funding amounts and explicit outcomes of funded projects may prove helpful to further develop policy implications and create more directive outcomes for STEM funding by NSF.