ERIC Number: ED408254
Record Type: RIE
Publication Date: 1997-Mar
Reference Count: N/A
The Pipeline and Student Perceptions of Schooling: Good News and Bad News.
Moses, Michele S.; And Others
The existence of a math/science "ipieline" in public schooling is well documented in which the number of female students, students with lower socioeconomic status, and students of color in proportion to white males in advanced math and science progressively shrinks during high school. As part of an ongoing gender equity project, separate versions of a survey were administered to eight high schools and five middle schools in both Spanish and English. The sample analyzed in this paper is drawn from five high schools, ranging in size from 470 to 800 students. The analysis of the data focused on four variables: "Educational Aspirations" showed females with higher aspirations than males, and students with the highest socioeconomic status (SES) had higher aspirations than students with the lowest SES. "Pipeline Course Taking" showed males and students with higher SES having taken or planning to take more than three of the five pipeline courses. "Advanced Pipeline Course Taking" showed that males and students with higher SES had taken or planned to take more advanced pipeline courses than females. "Attitudes toward Pipeline Courses" showed males and students with higher SES having more positive attitudes, especially in 12th grade. In response to a question about career aspirations, a lower percentage of females and students with a lower SES aspired to some scientific and technical fields. A higher percentage of students in these same categories aspired to careers in the helping professions. The data indicated that even though they may have high educational and career aspirations, females and students of lower SES tend to opt out of advanced math, science, and computer courses. Ten figures provide graphic results of the survey. (Contains 34 references.) (SPM)
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 (Chicago, IL, March 24-28, 1997).