Women's path into science and engineering majors: A structural equation model

Educational Research and Evaluation

Volumn 15, Issue 1, 2009, Pages 63-77

  Camp, Amanda G ^a   Gilleland, Diane ^a   Pearson, Carolyn ^a   Putten, Jim Vander ^a  

^a UNIVERSITY OF ARKANSAS AT LITTLE ROCK   (United States)

Author keywords

Structural equation modeling; Weidman's undergraduate socialization model; Women in science and engineering

Indexed keywords

EID: 60849118957     PISSN: 13803611     EISSN: 17444187     Source Type: Journal    
DOI: 10.1080/13803610802591725     Document Type: Article

References (49)

1. Adelman, C. (1998). Women and men of the engineering path: A model for analyses of undergraduate careers. Washington, DC: U.S. Department of Education, National Institute for Science Education.
2. Adelman, C. (1999). Answers in the tool box. Academic intensity, attendance patterns, and bachelor's degree attainment (ED 431 363). Washington, DC: U.S. Department of Education, Office of Education Research and Improvement.
3. Adelman, C., Daniel, B., Berkovits, I., & Owings, J. (2003). Postsecondary attainment, attendance, curriculum, and performance: Selected results from the NELS:1988/2000 postsecondary education transcript study (NCES 2003-394). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
4. Astin, A. (1977). Four critical years. San Francisco: Jossey-Bass.
5. Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.
6. Astin, A. (1985). Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass.
7. Astin, A. (1991). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. New York: Macmillan.
8. Astin, A. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
9. Astin, A.W., & Astin, H.S. (1992). Undergraduate science education: The impact of different college environments on the educational pipeline in the sciences. Los Angeles: Higher Education Research Institute.
10. Astin, H.S., & Sax, L.J. (1996). Developing scientific talent in undergraduate women. In C.S. Davis, A.B. Ginorio, C.S. Hollenshead, B.B. Lazarus, & P.M. Rayman (Eds.), The equity equation. Fostering the advancement of women in the sciences, mathematics, and engineering (pp. 96-121). San Francisco: Jossey-Bass.
11. Beginning Postsecondary Students Longitudinal Study: 1996-2001. (2002). Methodology report (NCES 2002-171). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved December 3, 2004, from http://nces.ed.gov. surveys/bps
12. Bengston, V.L. (1975). Generation and family effects in value socialization. American Sociological Review, 40, 358-371.
13. Berger, J.B., & Milem, J.F. (1997). A modified model of college student persistence: Exploring the relationship between Astin's theory of involvement and Tinto's theory of student departure. Journal of College Student Development, 38(4), 387-400.
14. Berger, J.B., & Milem, J.F. (1999). The role of student involvement and perceptions of integration in a causal model of student persistence. Research in Higher Education, 40(6), 641-664.
15. Berkner, L., He, S., & Cataldi, E. (2002). Descriptive summary of 1995-96 beginning postsecondary students: Six years later (NCES 2003-151). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
16. Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195-203.
17. Chubin, D.E., & Pearson, Jr. W., (Eds.). (2001). Scientists and engineers for the new millennium: Renewing the human resource. Washington, DC: Commission on Professionals in Science and Technology.
18. Committee on Equal Opportunities in Science, & Engineering. (2000). 2000 Biennial report to the United States Congress. Washington, DC: National Science Foundation.
19. Congressional Commission on the Advancement of Women, & Minorities in Science, Engineering and Technology Development. (2000). Land of plenty. Diversity as America's competitive edge in science, engineering and technology. Washington, DC: National Science Foundation. Retrieved September 6, 2004, from http://www.nsf.gov/od/cawmset/report/cawmset-report.pdf
20. Cuccaro-Alamin, S. (1997). Findings from Condition of Education 1997: Postsecondary persistence and attainment (NCES 97-984). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
21. Dolan, R., & Schmidt, R. (1994). Modeling institutional production of higher education. Economics of Education Review, 13, 197-213.
22. Feldman, K., & Newcomb, T. (1969). The impact of college on students. San Francisco: Jossey-Bass.
23. Frieze, I.H., & Hanusa, B.H. (1984). Women scientists: Overcoming barriers. Advancements in Motivation and Achievement, 2, 139-163.
24. Gruca, J.M., Ethington, C.A., & Pascarella, E.T. (1988). Intergenerational effects of college graduation on career sex atypicality in women. Research in Higher Education, 29(2), 99-124.
25. Hanson, S.L. (1996). Lost talent. Women in the sciences. Philadelphia: Temple University Press.
26. Horn, L., & Kojaku, L.K. (2001). High school academic curriculum and the persistence path through college. Persistence and transfer behavior of undergraduates 3 years after entering 4-year institutions (NCES 2001-163). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
27. Huang, G., Taddese, N., & Walter, E. (2000). Entry and persistence of women and minorities in college science and engineering education (NCES 2000-601). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
28. Leppel, K., Williams, M.L., & Waldauer, C. (2001). The impact of parental occupation and socioeconomic status on choice of college major. Journal of Family and Economic Issues, 22(4), 373-394.
29. Lips, H.M. (1992). Gender- and science-related attitudes as predictors of college students' academic choices. Journal of Vocational Behavior, 40, 62-81.
30. National Science Board. (2003). The science and engineering workforce. Realizing America's potential (NSB 03-69). Arlington, VA: National Science Foundation. Retrieved September 23, 2004, from http://www.nsf.gov/nsb/documents/ 2003/nsb0369/start.htm
31. National Science Board. (2004a). Science and engineering indicators 2004 (Vol. 1, NSB 04-1; Vol. 2, NSB 04-1A). Arlington, VA: National Science Foundation. Retrieved September 23, 2004, from http://www.nsf.gov/sbe/srs/ seind04/start.htm
32. National Science Board. (2004b). An emerging and critical problem of the science and engineering labor force. A companion to Science and Engineering Indicators 2004 (NSB 04-07). Arlington, VA: National Science Foundation. Retrieved September 23, 2004, from http://www.nsf.gov/nsb/docurnents
33. Pascarella, E.T., & Terenzini, P.T. (2005). How college affects students. A third decade of research (2nd ed.). San Francisco: Jossey-Bass.
34. Riccobono, J.A., Whitmore, R.W., Gabel, T.J., Traccarella, M.A., & Pratt, D.J. (1997). National Postsecondary Student Aid Study, 1995-96 (NPSAS:96) Methodology report (NCES 98-073). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved October 14, 2005, from http://nces.ed.gov/
35. Ross, A., Gilleland, D., Pearson, L.C., & Vander Putten, J. (2007, April). Differentiating between women in hard and soft science and engineering disciplines. Paper presented at the Annual Meeting of the American Education Research Association, Chicago.
36. Sax, L.J. (1994). Retaining tomorrow's scientists: Exploring the factors that keep male and female college students interested in science careers. Journal of Women and Minorities in Science and Engineering, 1, 45-61.
37. Seymour, E., & Hewitt, N.M. (1997). Talking about leaving. Why undergraduates leave the sciences. Boulder, CO: Westview Press.
38. Smyth, F.L., & McArdle, J.J. (2004). Ethnic and gender differences in science graduation at selective colleges with implications for admission policy and college choice. Research in Higher Education, 45(4), 353-381.
39. Somers, P., Woodhouse, S., & Cofer, J. (2004). Pushing the boulder uphill: The persistence of first-generation college students. NASPA Journal, 41(3), 418-435.
40. Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
41. Stoecker, J., Pascarella, E.T., & Wolfe, L.M. (1988). Persistence in higher education: A 9-year test of a theoretical model. Journal of College Student Development, 29, 196-209.
42. Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
43. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press.
44. Trusty, J., Robinson, C.R., Plata, M., & Ng, K. (2000). Effects of gender, socioeconomic status, and early academic performance on postsecondary educational choice. Journal of Counseling and Development, 78, 463-472.
45. Ware, N.C., & Lee, V.E. (1988). Sex differences in choice of college science majors. American Educational Research Journal, 25(4), 593-614.
46. Ware, N.C., Steckler, N.A., & Lesserman, J. (1985). Undergraduate women: Who chooses a science major? Journal of Higher Education, 56(1), 73-84.
47. Weidman, J.C. (1985). Undergraduate socialization: A conceptual approach. In J.C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. V, pp. 298-322). New York: Agathon Press.
48. Weidman, J.C. (1989). The world of higher education: A socialization-theoretical perspective. In K. Hurrelmann & U. Engel (Eds.), The social world of adolescents: International perspectives (pp. 87-105). New York: W. de Gruyter.
49. Winch, R.F., & Gordon, M.T. (1974). Familial structure and function as influence. Lexington, MA: D. C. Heath.