– All three factors, math achievement, perceived math ability, and parental occupation in a science field, are found to be significant predictors of the probability of majoring in science in college.

– Having a parent working in a science related field is associated with a better performance in math but not necessarily higher levels of perceived math ability, given math performance.

– Most of the observed positive effects of having a parent in a science related occupation seem to be concentrated among females.

– Estimated effects of higher levels of math achievement are about double for boys than for girls. Estimates of perceived math ability are also slightly larger for boys.

#### Current Selections

Clear## Gender Gaps in Math Performance, Perceived Mathematical Ability and College STEM Education: The Role of Parental Occupation

## Student–Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades

– Overall, 68% of students in the kindergarten sample and 69% of first grade students were assigned to teachers who share their ethno-racial identity.

– Overall, 38% of kindergarten and 71% in first-grade classes use ability grouping for reading.

– 27% of African American kindergartners were placed in low ability groups compared with 25% of Latino/a kindergartners and 18% of White kindergarten students.

– Around 44% of African American and 46% of Latino/a first graders were placed in low ability groups compared with 37% of White first graders.

– Having a same-race teacher has no direct and independent effect on student placement in higher ability groups in the kindergarten.

– By first grade, placement with same-race teachers has a strong positive and significant effect on Latino/a students’ ability group placement and a marginally positive effect on African American students’ ability group placement.

– Once previous ability group placement is controlled for, placement with same-race teachers continue to be a positive and significant predictor of Latino/a students’ ability group placement in the first grade.

– Teachers’ perceptions about students’ learning abilities are influenced to a certain extent by student–teacher ethno-racial congruence resulting in significant postive effects on higher group placements in kindergarten and first grade.

– Both African American and Latino/a students are significantly less likely to be placed in higher reading ability groups compared with White students.

– Male kindergartners are significantly less likely to be placed in higher ability groups.

– The higher the percentage of African American students in class, the more likely students will be placed in higher ability groups.

– Students from higher SES are more likely to be placed in higher ability groups. However, as the average classroom SES increases, students are significantly less likely to be placed in higher ability groups.

## The Roots of STEM Achievement: An Analysis of Persistence and Attainment in STEM Majors

1. What factors predict that incoming STEM majors who graduate will attain a STEM degree?

2. What elements affect incoming STEM majors’ persistence in college?

3. What variables influence non-STEM majors who graduate college to switch to and attain a degree in a STEM field?

4. What factors motivate undecided majors to declare and graduate with a STEM degree?

## Decomposing the Racial Gap in STEM Major Attrition: A Course-Level Investigation

This paper examines differences in STEM retention between minority and non-minority

undergraduate students. It examines the role of ability in the switching decision and timing, they estimate STEM and non-STEM ability, and then compare the joint distribution of students who switch out of STEM versus STEM stayers.

## Perceived Mathematical Ability under Challenge: A Longitudinal Perspective on Sex Segregation among STEM Degree Fields

1) To what degree do domain-specific and domain-general perceptions of ability under challenge differ by gender? 2) What is the relationship between perceived ability under challenge in mathematics and advanced high school science course enrollment? 3) To what extent does perceived ability under challenge in mathematics predict staying in a STEM field as intended before entering postsecondary education? How is this relationship moderated by gender? 4) What is the relationship between perceived ability under challenge in mathematics and selection of mathematics-intensive science majors (physics, engineering, mathematics, and computer science(PEMC), and how is that relationship moderated by gender?

## Stepping onto the STEM Pathway: Factors Affecting Talented Students' Declaration of STEM Majors in College

1) What are the college educational patterns and experiences of individuals talented in STEM? How do they affect the selection of a college major in STEM? How do they differ by age cohort? 2) What factors predict STEM majors in college?