Influences on the Choice of Math/Science Major by Gender and Ethnicity
Influences on the Choice of Math/Science Major by Gender and Ethnicity
复制标题
性别和种族对数学/科学专业选择的影响
DOI：
10.3102/00028312028001037
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发表时间：
1991
期刊：
影响因子：
5.5
通讯作者：
F. Stage
中科院分区：
文献类型：
--
作者：
Sue A. Maple;F. Stage
在基于数量的研究领域中，妇女和少数族裔的代表性仍然不足。此外，所有学生对此类专业的选择正在下降。鉴于技术进步带来的职业需求以及女性和少数族裔在职业和经济成就方面的潜在差距，数学/科学专业的选择受到关注。本文报告了对黑人和白人、女性和男性学生进入大学时数学/科学专业选择的纵向模型的分析。该模型使用从“高中及以后”数据库中抽取的样本进行了测试。该模型包括学生的背景特征、能力和一系列高中经历因素来解释定量专业的选择。各亚组的专业选择的重要预测因素包括二年级学生的专业选择、数学态度、高年级完成的数学和科学以及各种家长因素。然而，不同群体之间存在差异，该模型解释的黑人男性、黑人女性和白人男性亚组的方差几乎是白人女性亚组的两倍。建议包括拓宽我们研究数学/科学渠道迁移进出的方式。有人认为，应关注参加低水平大学数学课程的学生的成功，以此作为扩大数学/科学渠道的一种方式。
Women and minorities continue to be underrepresented in quantitatively based fields of study. Additionally, selection by all students of such majors is declining. Math/Science major choice is of concern in light of the occupational demands created by advancing technology as well as the potential gaps in occupational and economic attainment of women and minorities. This article reports the analysis of a longitudinal model of math/science major choice upon entrance to college for black and white, female and male students. The model was tested using a sample drawn from the “High School and Beyond” data base. The model included background characteristics of students, ability, and an array of high school experience factors to explain choice of quantitative major. Significant predictors of major choice for the subgroups included sophomore choice of major, mathematics attitudes, math and science completed by senior year, and various parental factors. However, there were differences across groups and the model explained nearly twice as much variance for the black male, black female, and white male subgroups compared with the white female subgroup. Recommendations include broadening our ways of researching migration into and out of the mathematics/science pipeline. Argument is made for a focus on success of students enrolled in low level college mathematics classes as a way of augmenting the mathematics/scientific pipeline.