– The mean SES of the school had a significant effect on students’ mathematics course taking for African American, Hispanic, and White students, when controlling for family and academic backgrounds of the students attending the school.
– A high schools’ racial composition was not a significant factor except for Asian students on mathematic course-taking.
– The negative effect of percentage high minority schools can be explained by school mean SES.
– Gender and racial/ethnic differences are large in the mathematics course-taking with females and ethnic minorities, with the exception of Asian Americans, taking fewer advanced mathematics courses.
– After controlling for students’ SES and previous achievement- students’ mathematics course-taking and mathematics attitudes and behaviors were significant predictors of their college major choice.
– African American and Hispanic students were more likely to take advanced mathematics courses if they attended schools where students perceived a higher academic climate, teaching quality, and parental participation.
– Mathematics competency was a significant predictor for White female students’ STEM major choice.
– Mathematics affection had a positive effect on Hispanic and White students, especially for female students on their advanced mathematics course-taking.
– The results of this study suggest that gender disparities in STEM choice occur because girls are less likely to pursue STEM majors, but racial/ethnic disparities occur due to the underachievement of African American and Hispanic students in their advanced mathematics participation in high school.