The role of ethnicity in choosing and leaving science in highly selective institutions
Abstract This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enroll...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Elliott, Rogers [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
1996 |
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| Schlagwörter: |
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| Anmerkung: |
© Human Sciences Press, Inc 1996 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Research in higher education - Kluwer Academic Publishers-Human Sciences Press, 1973, 37(1996), 6 vom: Dez., Seite 681-709 |
|---|---|
| Übergeordnetes Werk: |
volume:37 ; year:1996 ; number:6 ; month:12 ; pages:681-709 |
| Links: |
|---|
| DOI / URN: |
10.1007/BF01792952 |
|---|
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OLC2038581185 |
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| 520 | |a Abstract This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions. | ||
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10.1007/BF01792952 doi (DE-627)OLC2038581185 (DE-He213)BF01792952-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Elliott, Rogers verfasserin aut The role of ethnicity in choosing and leaving science in highly selective institutions 1996 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Human Sciences Press, Inc 1996 Abstract This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions. Test Score Standardize Test Main Issue Science Curriculum Strong Interest Strenta, A. Christopher aut Adair, Russell aut Matier, Michael aut Scott, Jannah aut Enthalten in Research in higher education Kluwer Academic Publishers-Human Sciences Press, 1973 37(1996), 6 vom: Dez., Seite 681-709 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:37 year:1996 number:6 month:12 pages:681-709 https://doi.org/10.1007/BF01792952 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_130 GBV_ILN_4012 GBV_ILN_4112 GBV_ILN_4310 GBV_ILN_4700 AR 37 1996 6 12 681-709 |
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10.1007/BF01792952 doi (DE-627)OLC2038581185 (DE-He213)BF01792952-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Elliott, Rogers verfasserin aut The role of ethnicity in choosing and leaving science in highly selective institutions 1996 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Human Sciences Press, Inc 1996 Abstract This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions. Test Score Standardize Test Main Issue Science Curriculum Strong Interest Strenta, A. Christopher aut Adair, Russell aut Matier, Michael aut Scott, Jannah aut Enthalten in Research in higher education Kluwer Academic Publishers-Human Sciences Press, 1973 37(1996), 6 vom: Dez., Seite 681-709 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:37 year:1996 number:6 month:12 pages:681-709 https://doi.org/10.1007/BF01792952 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_130 GBV_ILN_4012 GBV_ILN_4112 GBV_ILN_4310 GBV_ILN_4700 AR 37 1996 6 12 681-709 |
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10.1007/BF01792952 doi (DE-627)OLC2038581185 (DE-He213)BF01792952-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Elliott, Rogers verfasserin aut The role of ethnicity in choosing and leaving science in highly selective institutions 1996 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Human Sciences Press, Inc 1996 Abstract This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions. Test Score Standardize Test Main Issue Science Curriculum Strong Interest Strenta, A. Christopher aut Adair, Russell aut Matier, Michael aut Scott, Jannah aut Enthalten in Research in higher education Kluwer Academic Publishers-Human Sciences Press, 1973 37(1996), 6 vom: Dez., Seite 681-709 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:37 year:1996 number:6 month:12 pages:681-709 https://doi.org/10.1007/BF01792952 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_130 GBV_ILN_4012 GBV_ILN_4112 GBV_ILN_4310 GBV_ILN_4700 AR 37 1996 6 12 681-709 |
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10.1007/BF01792952 doi (DE-627)OLC2038581185 (DE-He213)BF01792952-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Elliott, Rogers verfasserin aut The role of ethnicity in choosing and leaving science in highly selective institutions 1996 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Human Sciences Press, Inc 1996 Abstract This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions. Test Score Standardize Test Main Issue Science Curriculum Strong Interest Strenta, A. Christopher aut Adair, Russell aut Matier, Michael aut Scott, Jannah aut Enthalten in Research in higher education Kluwer Academic Publishers-Human Sciences Press, 1973 37(1996), 6 vom: Dez., Seite 681-709 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:37 year:1996 number:6 month:12 pages:681-709 https://doi.org/10.1007/BF01792952 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_40 GBV_ILN_130 GBV_ILN_4012 GBV_ILN_4112 GBV_ILN_4310 GBV_ILN_4700 AR 37 1996 6 12 681-709 |
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Abstract This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions. © Human Sciences Press, Inc 1996 |
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Abstract This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions. © Human Sciences Press, Inc 1996 |
| abstract_unstemmed |
Abstract This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions. © Human Sciences Press, Inc 1996 |
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The role of ethnicity in choosing and leaving science in highly selective institutions |
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Strenta, A. Christopher Adair, Russell Matier, Michael Scott, Jannah |
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