Women's Selection of Quantitative Undergraduate Fields of Study

Direct and Indirect Influences

Bibliographic Data

ID8222015
AuthorsCorinna A Ethington (University of Illinois Chicago, corresponding author), Lee M Wolfle (Virginia Tech)
Year1988
Volume25
Issue2
Pages157
Publication date1988-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAmerican Educational Research Journal (JOURNAL)
Journal identifiersISSN: 0002-8312 • E-ISSN: 1935-1011
PublisherSAGE Publications (PUBLISHER • US)
DOI10.2307/1163078
OpenAlexW4253582920
LanguageEN
Citations received1

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 result of a complex interaction of many factors. This study examined the manner in which these factors influence women's choice of undergraduate fields of study by proposing a 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 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

Econometrics · Economics · Machine learning · Mathematics education · Selection (genetic algorithm · Computer Science · Gender Diversity and Inequality · Psychology

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