Background Transfer students are a growing group within U.S. higher education, yet their post‑transfer trajectories in Science, Technology, Engineering, and Mathematics (STEM) fields are understudied. Using a longitudinal dataset of 3416 transfer students who earned a bachelor’s degree from a large public university in Louisiana (2012–2018), we examined patterns of STEM degree attainment among all transfer students, STEM joiners (those who entered a STEM major after transfer) and STEM leavers (those who left a STEM major for a non‑STEM degree). The study aimed to identify demographic, pre‑transfer, and first‑year academic predictors of these distinct pathways, thereby informing institutional policies to support diverse transfer populations. Results Descriptive and logistic regression analyses revealed unique patterns and significant predictors of STEM degree attainment for all transfer students, STEM joiners, and STEM leavers. STEM degree recipients tended to arrive with stronger academic foundations, higher early-year GPAs, and more intense course loads than non-STEM graduates. Individuals who transferred laterally between four-year institutions and those who already held a prior bachelor’s degree were particularly likely to finish in STEM. In particular, our examination of STEM joiners and STEM leavers highlights the complex and fluid nature of STEM trajectories and the potential role of transfer pathways in diversifying STEM. Conclusions Transfer students exhibit heterogeneous STEM trajectories shaped by both pre-existing academic capital and early campus experiences. The findings highlight the role of transfer pathways, particularly from community colleges, in increasing diversity in STEM fields. Institutions and policymakers should focus on strengthening these pathways, especially for women and underrepresented minority students. This could involve targeted outreach programs, mentorship initiatives, and increased funding for transfer student support services in STEM fields. By doing so, institutions can enhance STEM persistence and completion among transfer populations, contributing to a more diverse and skilled future workforce.

STEM joiners and STEM leavers in transfer pathways: predictors of undergraduate degree attainment

期刊论文
出版模式：

开放获取
发表日期：

2026年6月27日

查看全文

Jue Wu,
Yu April Chen

摘要

Background

Transfer students are a growing group within U.S. higher education, yet their post‑transfer trajectories in Science, Technology, Engineering, and Mathematics (STEM) fields are understudied. Using a longitudinal dataset of 3416 transfer students who earned a bachelor’s degree from a large public university in Louisiana (2012–2018), we examined patterns of STEM degree attainment among all transfer students, STEM joiners (those who entered a STEM major after transfer) and STEM leavers (those who left a STEM major for a non‑STEM degree). The study aimed to identify demographic, pre‑transfer, and first‑year academic predictors of these distinct pathways, thereby informing institutional policies to support diverse transfer populations.

Results

Descriptive and logistic regression analyses revealed unique patterns and significant predictors of STEM degree attainment for all transfer students, STEM joiners, and STEM leavers. STEM degree recipients tended to arrive with stronger academic foundations, higher early-year GPAs, and more intense course loads than non-STEM graduates. Individuals who transferred laterally between four-year institutions and those who already held a prior bachelor’s degree were particularly likely to finish in STEM. In particular, our examination of STEM joiners and STEM leavers highlights the complex and fluid nature of STEM trajectories and the potential role of transfer pathways in diversifying STEM.

Conclusions

Transfer students exhibit heterogeneous STEM trajectories shaped by both pre-existing academic capital and early campus experiences. The findings highlight the role of transfer pathways, particularly from community colleges, in increasing diversity in STEM fields. Institutions and policymakers should focus on strengthening these pathways, especially for women and underrepresented minority students. This could involve targeted outreach programs, mentorship initiatives, and increased funding for transfer student support services in STEM fields. By doing so, institutions can enhance STEM persistence and completion among transfer populations, contributing to a more diverse and skilled future workforce.