ERIC Number: ED462396
Record Type: Non-Journal
Publication Date: 1995-Oct
Reference Count: N/A
Persistence in Science of High-Ability Minority Students, Phase V: Comprehensive Data Analysis. Research Report.
A longitudinal study was designed in 1986 to investigate why some high-ability minority students follow through with their plans to enroll in college and major in mathematics, science, or engineering (MSE) fields, while others do not. Data came from three sources: (1) 1985 Scholastic Aptitude Test (SAT) files of a sample of minority students planning to major in MSE fields and scoring above 550 on the SAT mathematics test; (2) a detailed survey questionnaire completed in 1987; and (3) a status survey in 1990. This report of Phase 5 describes the results of causal modeling using The LISREL Computer Program to determine the direct and indirect effects of gender, socioeconomic status, high school variables, and college variables on student status 5 years after high school. Most important to persistence in science and engineering were the type of college attended (2-year or 4-year), minority support systems early in college, and commitment to science or engineering by the sophomore year. The roles of other variables are discussed, and the report concludes with practical recommendations for counseling and intervention. Appendix A is a table of variable and outcome correlations. Appendix B is a correlation matrix of measured variables. Appendices C, D, and E contain LISREL computer data for best fitting model and for each gender. (SLD)
Descriptors: Ability, Academic Aspiration, Academic Persistence, Academically Gifted, Causal Models, College Students, Course Selection (Students), Data Analysis, Engineering, Ethnicity, Followup Studies, High School Students, High Schools, Higher Education, Longitudinal Studies, Majors (Students), Mathematics Education, Minority Groups, Occupational Aspiration, Prediction, Science Education, Social Support Groups, Student Attitudes, Telephone Surveys
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: SAT (College Admission Test)