Adult Numeracy Skill Practice by STEM and Non-STEM Workers in the USA: An Exploration of Data using Latent Class Analysis

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dc.contributor.authorYamashita, Takashi
dc.contributor.authorPunksungka, Wonmai
dc.contributor.authorNarine, Donnette
dc.contributor.authorHelsinger, Abigail
dc.contributor.authorKramer, Jenna W.
dc.contributor.authorCummins, Phyllis A.
dc.contributor.authorKaram, Rita
dc.date.accessioned2022-12-14T18:37:36Z
dc.date.available2022-12-14T18:37:36Z
dc.date.issued2022-11-14
dc.description.abstractAdult numeracy is one of the essential skill sets to navigate through numeric information-rich labour markets in general, and STEM industries in particular. Yet, relatively little is known about how numeracy skills are used in different settings in the USA. This study examined numeracy skill use patterns of STEM and non-STEM workers at work and home. Data were obtained from the 2012/2014/2017 Program for International Assessment of Adult Competencies, USA restricted-use file. Adults who were employed and aged between 25 and 65 years old (n = 5,220) were included in this study. Latent class analysis revealed four numeracy skill use patterns: non-users, non-occupational (i.e. at home) simple numeracy users, ubiquitous numeracy users, and occupational numeracy users. Additional multinomial logistic regression analysis showed that the STEM occupation was associated with a greater likelihood of being ubiquitous users than being non-occupational simple users. Results also showed that numeracy proficiency, socioeconomic statuses (i.e. educational attainment and income), as well as demographic characteristics (i.e. gender and race/ethnicity), were predictive of the numeracy skill use patterns in terms of the level of engagement and settings. Findings from this study inform policies and interventions which promote skill engagement and improvement among workers in the USA.en_US
dc.description.sponsorshipIn this research, Takashi Yamashita, Wonmai Punksungka, Donnette Narine, Abigail Helsinger, Jenna W. Kramer, Phyllis A. Cummins & Rita Karam, were partially supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A200261 to University of Maryland, Baltimore County. The opinions expressed are those of the authors and do not represent the views of the institute or the U.S. Department of Education.en_US
dc.description.urihttps://www.tandfonline.com/doi/full/10.1080/02601370.2022.2146772en_US
dc.format.extent40 pagesen_US
dc.genrejournal articlesen_US
dc.genrepostprintsen_US
dc.identifierdoi:10.13016/m2kl48-r4ke
dc.identifier.citationTakashi Yamashita, Wonmai Punksungka, Donnette Narine, Abigail Helsinger, Jenna W. Kramer, Phyllis A. Cummins & Rita Karam (2022) Adult Numeracy Skill Practice by STEM and Non-STEM Workers in the USA: An Exploration of Data using Latent Class Analysis, International Journal of Lifelong Education, DOI: 10.1080/02601370.2022.2146772en_US
dc.identifier.urihttps://doi.org/10.1080/02601370.2022.2146772
dc.identifier.urihttp://hdl.handle.net/11603/26461
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Sociology and Anthropology Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.relation.ispartofUMBC Gerontology Program
dc.relation.ispartofUMBC Maryland Institute for Policy Analysis & Research (MIPAR)
dc.relation.ispartofUMBC Student Collection
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Lifelong Education on 14 Nov 2022, available online: http://www.tandfonline.com/10.1080/02601370.2022.2146772.en_US
dc.rightsAccess to this item will begin on 05/14/2024
dc.titleAdult Numeracy Skill Practice by STEM and Non-STEM Workers in the USA: An Exploration of Data using Latent Class Analysisen_US
dc.typeTexten_US
dcterms.creatorhttps://orcid.org/0000-0003-2325-126Xen_US
dcterms.creatorhttps://orcid.org/0000-0003-2982-4129en_US
dcterms.creatorhttps://orcid.org/0000-0003-2748-1812en_US

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