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ERIC Number: EJ780680
Record Type: Journal
Publication Date: 2007-Oct
Pages: 28
Abstractor: Author
Reference Count: 28
ISSN: ISSN-1082-4669
Science, Technology, Engineering, and Mathematics (STEM) Pathways: High School Science and Math Coursework and Postsecondary Degree Attainment
Tyson, Will; Lee, Reginald; Borman, Kathryn M.; Hanson, Mary Ann
Journal of Education for Students Placed at Risk, v12 n3 p243-270 Oct 2007
This article examines how high school science and mathematics course-taking creates pathways toward future baccalaureate degree attainment in science, technology, engineering, and mathematics (STEM) majors in Florida 4-year universities using Burkam and Lee's (2003) course-taking categories developed using national student datasets. This study finds that even though women, overall, complete high-level courses, they do not complete the highest level science and mathematics courses. Even women who did complete high-level science and mathematics are less likely than men to obtain STEM degrees. Black and Hispanic students complete lower level high school courses, but Black and Hispanic students who did take high-level courses are as likely as White students to pursue STEM degrees. Findings suggest that gender disparities in STEM occur because women are less likely to pursue STEM, but racial disparities occur because fewer Black and Hispanic students are prepared for STEM in high school. (Contains 8 tables and 6 footnotes.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Identifiers - Location: Florida
IES Cited: ED565641