Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/12971
Title: 'Should I Stay or Should I Go?': Rural and Remote Students in First Year STEM Courses
Contributor(s): Wilson, Susan (author); Lyons, Terry (author); Quinn, Frances (author)orcid 
Publication Date: 2013
Handle Link: https://hdl.handle.net/1959.11/12971
Abstract: Research on the achievement of rural and remote students in science and mathematics is located within a context of falling levels of participation in physical science and mathematics courses in Australian schools, and underrepresentation of rural students in higher education. International studies such as the Programme of International Student Assessment (PISA), have reported lower levels of mathematical and scientific literacy in Australian students from rural and remote schools (Thomson et al, 2011). The SiMERR national survey of science, mathematics and ICT education in rural and regional Australia (Lyons et al, 2006) identified factors affecting student achievement in rural and remote schools. Many of the issues faced by rural and remote students in their schools are likely to have implications on their university enrolments in science, technology, engineering and mathematics (STEM) courses. For example, rural and remote students are less likely to attend university in general than their city counterparts and higher university attrition rates have been reported for remote students nationally. This paper examines the responses of a sample of rural/remote Australian first year STEM students at Australian universities to two questions. These related to their intentions to complete the course; and whether -and if so, why- they had ever considered withdrawing from their course. Results indicated that rural students who were still in their course by the end of first year were no more or less likely to consider withdrawing than were their peers from more populous centres. However, almost 20% of the rural cohort had considered withdrawing at some stage in their course, and their explanations provide insights into the reasoning of those who may not persist with their courses at university.
Publication Type: Journal Article
Source of Publication: Australian and International Journal of Rural Education, 23(2), p. 77-88
Publisher: SPERA: Society for the Provision of Education in Rural Australia
Place of Publication: Australia
ISSN: 1839-7387
Field of Research (FOR): 130309 Learning Sciences
130212 Science, Technology and Engineering Curriculum and Pedagogy
130103 Higher Education
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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