ERIC Number: EJ1138404
Record Type: Journal
Publication Date: 2017-Jun
Abstractor: As Provided
Choice of Academic Major at a Public Research University: The Role of Gender and Self-Efficacy
Johnson, Iryna Y.; Muse, William B.
Research in Higher Education, v58 n4 p365-394 Jun 2017
Females are underrepresented in certain disciplines, which translates into their having less promising career outlooks and lower earnings. This study examines the effects of socio-economic status, academic performance, high school curriculum and involvement in extra-curricular activities, as well as self-efficacy for academic achievement on choices of academic disciplines by males and females. Disciplines are classified based on Holland's theory of personality-based career development. Different models for categorical outcome variables are compared including: multinomial logit, nested logit, and mixed logit. Based on the findings presented here, first generation status leads to a greater likelihood of choosing engineering careers for males but not for females. Financial difficulties have a greater effect on selecting scientific fields than engineering fields by females. The opposite is true for males. Passing grades in calculus, quantitative test scores, and years of mathematics in high school as well as self-ratings of abilities to analyze quantitative problems and to use computing are positively associated with choice of engineering fields.
Descriptors: Decision Making, Majors (Students), Engineering Education, State Universities, Gender Differences, Self Efficacy, Academic Achievement, Career Development, Personality, Comparative Analysis, Calculus, Grades (Scholastic), Mathematics Tests, Scores, High Schools, Mathematics Education, Financial Problems, Personality Theories, Correlation, Disproportionate Representation, College Students
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A