%0 Journal Article %1 1496 %A Ethington, C. A. %A Wolfle, L. M. %D 1988 %J American Educational Research Journal %K attitudes, engineering-education, file-import-09-02-13, gender, high-school, higher-education, pipeline, stem-background, surveys %N 2 %P 157-175+ %T Women's selection of quantitative undergraduate field of study: Direct and indirect influences %V 25 %X To increase women's representation among quantitative degrees, Berryman (1985) suggested two strategies: Increase women's share of the initial mathematical/scientific pool or reduce attrition from the pool. Current research indicates, however, that the decision to enter a quantitative field of study for women is the complex interaction of many factors. This study examined the manner in which these factors influence women's choice of undergraduate fields of study by proposinga structural equation model indicating hypothesized patterns of effects. Although no academic performance measure influenced field of study choice, the number of mathematics and science courses taken in high school was the predominant factor in the model. It had the greatest direct influence on the field of study and served as the mediating variable for all indirect influences. Other significant effects were exerted by the initial choice of a quantitative field of study as a high school sophomore and student background characteristics and attitudes.

@article{1496, abstract = {To increase women's representation among quantitative degrees, Berryman (1985) suggested two strategies: Increase women's share of the initial mathematical/scientific pool or reduce attrition from the pool. Current research indicates, however, that the decision to enter a quantitative field of study for women is the complex interaction of many factors. This study examined the manner in which these factors influence women's choice of undergraduate fields of study by proposinga structural equation model indicating hypothesized patterns of effects. Although no academic performance measure influenced field of study choice, the number of mathematics and science courses taken in high school was the predominant factor in the model. It had the greatest direct influence on the field of study and served as the mediating variable for all indirect influences. Other significant effects were exerted by the initial choice of a quantitative field of study as a high school sophomore and student background characteristics and attitudes.}, added-at = {2009-02-24T19:22:48.000+0100}, author = {Ethington, C. A. and Wolfle, L. M.}, biburl = {https://www.bibsonomy.org/bibtex/2e041317e783b93761fb3b7aa9553ef33/clachapelle}, citeulike-article-id = {4045493}, comment = {L11.A66study was based on the data of a study of 20,000 high school students called "High School and Beyond" (surveyed both during sophomore and senior year) important points: 1.there are more women in quantitative fields, but it is not proportional to the increase of women in non quantitative fields, so, p 158 "women today are taking advantage of increased educational opportunities, but not in areas leading to increased occupational opportunities" 2.relationship of sex role orientations to enrollment in sci/math "although women think the study of science is appropriate for women in general, they are less likely to see themselves in science occupations (Steinkamp \& Maehr, 1984)" (p158). 3. results find that "the number of math and science courses taken in high school is the most influential variable in the model. Not only does this measure have the largest direct effect on field of study, but it also has the largest total effect and serves as the mediating variable for all indirect effects exerted on field of study."(p 164). 4. "for the women in this sample, more positive attitudes towards mathematics enhance ht eliklihood of selection of quantitative fields of study." and furthermore "The role of attitudes in this model supports the conclusion by Boli et. al. (1985) that negative attitudes towards mathematics result in women's avoidance of fields requiring the greatest mathematics competence." (p164) 5. Black women were more likely to select a quantitative field of study. (p165), all other factors being equal. They hypothesize that minority women may not have adopted the negative stereotypes other women had developed. 6. The researchers recommend early intervention, as early as middle school, and also recommend working with parents as well as the students. [mt] This article provides further dialogue regarding the pipeline effect, following Berryman's study. The authors conclude that intervention efforts should be made before high school. They found that the number of math and science classes taken in high school had the greatest effect on women selecting quantifying fields of study, based on data from female students who graduated high school in 1980. Attitudes towards math was also critical, as was the student's background. [KB]}, interhash = {05bce03157aac7dc4364e4c63e9bbe73}, intrahash = {e041317e783b93761fb3b7aa9553ef33}, journal = {American Educational Research Journal}, keywords = {attitudes, engineering-education, file-import-09-02-13, gender, high-school, higher-education, pipeline, stem-background, surveys}, number = 2, pages = {157-175+}, posted-at = {2009-02-13 21:45:06}, priority = {2}, timestamp = {2009-02-24T19:23:14.000+0100}, title = {Women's selection of quantitative undergraduate field of study: Direct and indirect influences}, volume = 25, year = 1988 }