This dissertation addresses two important aspects of college and career readiness in the fields of science, technology, engineering, and mathematics (STEM) using the High School Longitudinal Study of 2009 (HSLS: 2009). The first chapter focuses on students' coursework in mathematics and science and examines optimal combinations of mathematics and science courses in high school that lead to students' successful transition to STEM majors in college. The first study identifies high school students' course-taking patterns to determine which combinations of mathematics and science courses, including corresponding credits, are related to students' enrollment in different college STEM majors. Results obtained from multilevel latent profile analysis and multilevel generalized linear models showed that four discrete high school mathematics and science course-taking combinations were identified. Moreover, students' gender, interest in math courses, and previous math performance levels were differently associated with these respective combinations. Out of the four identified course-taking combinations, the pattern of a balanced course load combined with high numbers of credits earned in Chemistry, Physics, Pre-calculus, and Calculus indicated a higher association with students' enrollment in any STEM majors in college. Students with this course-taking combination were more likely to enroll in the four categories of STEM majors- Biology/Physics, Computer Science, Engineering, and Mathematics-than non-STEM majors in college. The finding that a certain course-taking combination uniquely contributes to higher likelihoods of being enrolled in a STEM major in college suggests that educators and school and district leaders should ensure students who want to explore or select a STEM major in college have access to such curricula exposure when they design curriculum in their high schools. This research could also help educators develop protocols to guide students' course selection for those who have an interest in potentially becoming a STEM major. The second chapter investigates college and career readiness in math and science of underrepresented student populations. In response to comprehensively identifying multiple student subgroups' college and career readiness, I examine students' college and career readiness by race/ethnicity groups as well as groups by different English learner (EL) status that also takes into account their race/ethnicity. Results suggest that different race/ethnicity and EL status subgroups experience disparities in different types of college and career readiness assessments. Except Asian students, most racial minority student populations exhibited a lower degree of college and career readiness in performance-oriented ACT and SAT scores than White students. For the advanced coursework opportunity aspect of college and career readiness measured by AP/IB course credits, Asian students earned more credits than White students whereas other race/ethnicity groups did not show statistically significant differences with White students. In addition, current ELs showed consistent underperformance in ACT and SAT scores when parceled out from student characteristics including their race/ethnicity and other background variables. The results suggest that students' EL status should be independently investigated in identifying patterns of student subgroups' college and career readiness. Such an approach is helpful for acknowledging existing disparities surrounding current ELs and informs efforts to devise policy measures to mitigate the grave differences.
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