Perceived Abilities or Academic Interests? Gender and Race Differences in Majoring in STEM Fields

• In Event: 3429 - Section on Sociology of Education Refereed Roundtables (1 hour)
  In Refereed Roundtable 60min: 15. Higher Education: STEM

Abstract

Sociological research has examined the effects of perceived mathematics ability on disparities in college students’ entry into science, technology, engineering, and mathematics (STEM) majors; choices associated with with higher levels of postsecondary employment and salary. While past work has examined the effects of perceived mathematics ability on postsecondary disparities in STEM outcomes, new longitudinal data allows for the examination of how gender and race differences in college STEM major choices vary by high school students’ scientific ability and academic interests (i.e. math and science) on their college STEM major choices. Using restricted nationally representative data from the High School Longitudinal Study, we use ordinal logistic regression to assess distinctions in the predicted effects of perceived mathematics/scientific abilities and interests on students’ STEM major choices, with particular attention paid to their effects on women and racially minoritized students. Our results reveal that students with high perceived abilities or high academic interests would be more likely to major in STEM fields. Additionally, we find that gender gap is more severe than racial gaps in STEM fields. Potential policy implications will be discussed.

Authors

• Teng Zhao, Florida State University

• Lara Perez-Felkner, Florida State University