ERIC Number: ED201374
Record Type: RIE
Publication Date: 1981-Apr
Student Participation and Success in Community College Science Education Programs.
A study was conducted at a large, multi-campus, urban community college district to determine: (1) which science courses were being completed by women and minority students; (2) the completion rates of women and minority students in different areas of science, i.e., social science, mathematics, physical science, biological science, engineering, and agriculture; (3) the extent to which student performance in initial science courses is a good indicator of enrollment and performance in subsequent science courses; (4) the science-related careers of interest to women and minority students; and (5) the degree to which students interested in preparing for a science-related career are taking the courses needed to achieve their objectives. Answers to these questions were obtained from two data sources: the transcripts of 8,873 randomly selected students and the responses of 6,432 students to an in-class survey. The transcript analysis revealed that only 40% of the students had taken a science course, and that of these, 48% received an unsatisfactory grade. Students who earned a grade of "A,""B," or "C" in their initial science course were more likely to enroll in and complete a subsequent course. A high percentage of the students surveyed noted an interest in science-related careers, however many of these students had completed no science courses after completing 31 to 60 units of college credit. (JP)
Descriptors: Academic Achievement, Academic Persistence, Agriculture, American Indians, Biological Sciences, Black Students, Career Choice, College Mathematics, College Science, Community Colleges, Engineering, Females, Grades (Scholastic), Males, Minority Groups, Multicampus Colleges, Physical Sciences, Social Sciences, Two Year College Students, Two Year Colleges, Urban Schools, White Students, Withdrawal (Education)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).