ERIC Number: ED231611
Record Type: RIE
Publication Date: 1982-Dec
Reference Count: 0
Minority Females in High School Mathematics and Science.
Marrett, Cora Bagley
This study examined enrollment trends in high school mathematics and science courses among black females and compared their patterns with those of other groups. It also sought to determine conditions that seemed to enhance enrollment among black females. Data are reported on questionnaire responses from teachers in 20 schools; school visits aided in interpreting the survey data. Black females comprised nearly one-third of the enrollees in general mathematics, but only one-sixth of the students taking top-level mathematics courses. Consistently, black males were lowest on the course ladder and black females just above them. Enrollment for blacks lagged considerably behind that for whites. The enrollment trends were more similar between black males and black females than between black females and white females. Similar patterns were found in science courses. In mathematics, level of teacher experience at the present school, teacher involvement in decision-making, and teacher satisfaction were most strongly correlated with enrollment. In science, satisfaction was most strongly correlated with enrollment, with experience and decision-making lower. School climate was related to enrollment in science, but not in mathematics. Specific differences between schools with high and low enrollment were also reported. (MNS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Identifiers: Mathematics Education Research; Science Education Research
Note: Report from the Program on Student Diversity and School Processes.