Beyond the Pipeline: First-Generation Cultural Wealth & STEM Pathways

Wednesday, May 27, 2026

3:45 PM - 4:30 PM East Coast USA Time

Location: Marquis Salon 15 Room (ML2)

Institution Type: Other

Target Audience: Any

Presenter(s)

Douglas Havard, Assistant Professor of Quantitative Methods at Chapman University with expertise in STEM pathways, equity, and advanced analysis using NCES datasets (e.g., HSLS:09, BPS, IPEDS). Research focuses on modeling student progression and identifying institutional leverage points to improve outcomes for underrepresented populations. Experience includes survey-weighted and longitudinal modeling. Member of the STEM research team for the 2025 NCES Data Institute. Work integrates rigorous quantitative methods with equity-focused frameworks to inform institutional research and policy.

Assistant Professor
Chapman University
San Clemente, California, United States

Slides

Session Abstract: This study examines how first-generation college students (FGCS) and continuing-generation students navigate STEM pathways using HSLS:09. We model four milestones—high school graduation, college enrollment, STEM major selection, and STEM degree completion—using survey-weighted sequential logistic regression to estimate stage-specific associations among academic preparation, psychosocial resources, and institutional context. Guided by Community Cultural Wealth, results reveal distinct patterns: for FGCS, rigorous high school math predicts completion, while math self-efficacy and science identity shape STEM major selection. Attending a public institution is associated with higher odds of STEM degree completion for both groups. Findings suggest FGCS persistence depends less on early identification than on access to rigorous preparation and supportive institutional contexts. This session highlights leverage points for advising, policy, and program design to advance equity in STEM.

Keywords: First-generation college students; STEM pathways; HSLS:09; cultural wealth; higher education policy