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Riegle-Crumb, Catherine; Peng, Menglu – Sociology of Education, 2021
Utilizing the High School Longitudinal Study, a nationally representative sample of U.S. high school students, this study investigates the factors that predict different beliefs about gendered math ability and the potential consequences for students' choices to enter gender-segregated science, technology, engineering, and mathematics (STEM) majors…
Descriptors: High School Students, Adolescents, Beliefs, Gender Issues
Riegle-Crumb, Catherine; Moore, Chelsea – American Journal of Engineering Education, 2013
This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear…
Descriptors: Sex Fairness, Gender Differences, Engineering Education, High School Students
Riegle-Crumb, Catherine; King, Barbara; Grodsky, Eric; Muller, Chandra – American Educational Research Journal, 2012
This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into science, technology, engineering, and mathematics (STEM) majors are largely explained by disparities in prior achievement. Analyses use data from three national cohorts of college matriculates across three decades to consider…
Descriptors: Science Achievement, Majors (Students), Gender Differences, Prior Learning
Riegle-Crumb, Catherine; Grodsky, Eric – Sociology of Education, 2010
Despite increases in the representation of African American and Hispanic youth in advanced math courses in high school over the past two decades, recent national reports indicate that substantial inequality in achievement remains. These inequalities can temper one's optimism about the degree to which the United States has made real progress toward…
Descriptors: Academic Achievement, Calculus, Low Income Groups, Racial Differences
Riegle-Crumb, Catherine – American Journal of Education, 2006
Using new national data from Adolescent Health and Academic Achievement (AHAA), this article examines high school math patterns for students of different race-ethnicity and gender. Compared with white males, African American and Latino males receive lower returns from taking Algebra I during their freshman year, reaching lower levels of the math…
Descriptors: Curriculum Design, Males, Educational Attainment, High School Students