| Janet Holt
Northern Illinois University
Racial and gender gaps in math and science educational and occupational persistence: Exploring critical transitions using growth mixture modeling
FINAL REPORT:
Hierarchical linear modeling was used to investigate the growth parameters of middle and high school girls and boys in mathematics achievement in order to determine general and gender-specific factors related to mathematics achievement and achievement growth and to determine if gender differences in educational and occupational persistence into science, technology, engineering, and mathematics fields exist when accounting for mathematics achievement and achievement growth. Data from the National Educational Longitudinal Survey of 1988 from study years, 1988, 1990, 1992, 1994, and 2000 were used in this study. Results indicate that academic program placement in high school and mathematics self-concept are important factors for both males and females, yet family and individual college expectations were more important for males and academic discussions were more important for girls in determining mathematics achievement. Persistence into a science, technology, engineering, or mathematics college major or occupation was not different for males and females when accounting for high school achievement and achievement growth. These results indicate that women with high mathematics achievement and growth are likely to pursue science, technology, engineering, and mathematics fields and successful interventions to influence female persistence in these fields should occur prior to college.
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