Women's Selection of Quantitative Undergraduate Fields of Study: Direct and Indirect Influences

Ethington, Corinna A.; Wolfle, Lee M.

doi:10.2307/1163078

Cited by 28 publications

(32 citation statements)

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“…There are some studies using complex panel data that have attempted to evaluate the reciprocal causation between college major and attitudes and values (Jennings 1993;Thistlethwaite 1973;Bécares and Turner 2004;Ethington and Wolfle 1988;Duff and Cotgrove 1982;Sidanius et al 2003;Biddle et al 1990;Guimond 1999). That research is uniform in documenting the existence of correlations between major and attitudes and values very early in the college experience (Jennings 1993;Duff and Cotgrove 1982;Thistlethwaite 1973;Sidanius et al 2003;Biddle et al 1990).…”

Section: Previous Literature On the Effects Of College Majormentioning

confidence: 99%

“…That research is uniform in documenting the existence of correlations between major and attitudes and values very early in the college experience (Jennings 1993;Duff and Cotgrove 1982;Thistlethwaite 1973;Sidanius et al 2003;Biddle et al 1990). In fact, there is some evidence suggesting that such correlations have their roots back in high school or even earlier (Jennings 1993;Ethington and Wolfle 1988). These early correlations are often interpreted as reflecting selection into majors based on attitudes and values.…”

Section: Previous Literature On the Effects Of College Majormentioning

confidence: 99%

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Empirics on the Origins of Preferences: The Case of College Major and Religiosity

Kimball¹,

Mitchell²,

Thornton³

et al. 2009

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Early life experiences are likely to be important for the formation of preferences. Religiosity is a key dimension of preferences, affecting many economic outcomes. This paper examines the effect of college major on religiosity, and the converse effect of religiosity on college major, using panel data from the Monitoring the Future survey as a way of gauging the extent to which various streams of thought, as taught in college, affect religiosity. Two key questions, based on the differences in college experience across majors, are whether either (a) the Scientific worldview or (b) Postmodernism has negative effects on religiosity as these streams of thought are actually transmitted at the college level. The results show a decline in religiosity of students majoring in the social sciences and humanities, but a rise in religiosity for those in education and business. After initial choices, those respondents with high levels of religiosity are more likely to enter college. Of those who are in college, people with high levels of religiosity tend to go into the humanities and education over other majors.

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Section: Previous Literature On the Effects Of College Majormentioning

confidence: 99%

Section: Previous Literature On the Effects Of College Majormentioning

confidence: 99%

Empirics on the Origins of Preferences: The Case of College Major and Religiosity

Kimball¹,

Mitchell²,

Thornton³

et al. 2009

View full text Add to dashboard Cite

show abstract

“…Table 22 presents the respondents self-reports of their self-confidence in their academic preparation for college level STEM classes. Ethington and Wolfle (1988) and many others report that female STEM students have a lower self-assessment of their capabilities compared to men. This gender confidence gap is not evident among the respondents to this survey as seen in Table 24.…”

Section: Academic Preparation (Tables 20 and 21)mentioning

confidence: 99%

“…Despite the growth in pathways for women to have access to advanced math and science courses in high school, seen as pre-requisites for success in college level STEM studies, women fail to achieve an equal representation in undergraduate STEM studies and eventually in STEM careers. Researchers have studied a number of contributing factors revolving around the themes of assuring sufficient academic preparation for young women (Ethington & Wolfle, 1988). However, obstacles beyond achieving a high level of academic preparation continue to hinder the participation of female students in STEM studies.…”

Section: Anova Testing "Confident That I Will Fit In" Vs Interest Inmentioning

confidence: 99%

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Why Do Undergraduate Women Persist as STEM Majors? A Study at Two Technological Universities

Brandt

2015 ASEE Annual Conference and Exposition Proceedings

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Women continue to be underrepresented in STEM fields despite significant policy efforts to increase the number of qualified women. Prior research focused on access for women into advanced high school mathematics and science courses. Parity has been achieved in academic prerequisites for STEM studies in higher education, yet the number of women majoring in STEM has remained static. Recent research has focused on the socio-cultural obstacles that women face, including a lower self-confidence in their abilities, bias and gender stereotypes.A survey was undertaken to examine the self-confidence, opinions and backgrounds of female students persisting as STEM majors at two technological institutions. The results confirmed strong academic preparation, but also revealed a high level of self-confidence in their abilities and future outlook, especially in students attracted to STEM at an early age. The results of this study can inform program initiatives to attract more young girls to STEM majors.iii DEDICATION This work is dedicated to my loving family

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Comprehensive School Counseling Programs: A Review for Policymakers and Practitioners

Borders

Drury

1992

Jour of Counseling & Develop

142

119

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Women's Selection of Quantitative Undergraduate Fields of Study: Direct and Indirect Influences

Cited by 28 publications

References 0 publications

Empirics on the Origins of Preferences: The Case of College Major and Religiosity

Empirics on the Origins of Preferences: The Case of College Major and Religiosity

Why Do Undergraduate Women Persist as STEM Majors? A Study at Two Technological Universities

Comprehensive School Counseling Programs: A Review for Policymakers and Practitioners

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