Persistence in Science of High-Ability Minority Students: Results of a Longitudinal Study

  1. SES and gender both had statistically significant effects on math/science achievement but they explained less than 1% of the variance in math/science achievement.
  2. Social development, which included leadership experience and participation in various types of organizations, was stronger among females and students from higher SES families but they together only accounted for 4% of the variance in social development.
  3. Students in four-year colleges and universities showed evidence of receiving slightly more minority support than did students in two-year colleges.
  4. On average, females were slightly more social than males, had slightly higher math/science grades, and were somewhat more likely to attend a four-year college or university. All of these conditions contributed to their receiving slightly more support than minorities in college.
  5. Lower SES students received slightly more minority support in college, possibly because their parents had less education and could offer less academic guidance.
  6. The most important variable affecting science ambition was minority support, with 12% of the variance in science ambition being explained by that factor alone.
  7. Higher SES students tended to achieve slightly higher college grades, just as they had in high school, though the small indirect effect of SES operated in reverse because higher SES students were more likely to attend four-year colleges that gave somewhat lower grades.
  8. Students from lower SES families tended to value security and success slightly more than students from high SES families.
  9. The largest effects on the decision to make a commitment to science in the sophomore year were the direct effect of science ambition and both the direct and indirect effects of minority support systems.
  10. Commitment to S/E during the sophomore year of college was the best determinant of persistence three years later. Fifty-six percent of the variance in outcome status was explained by this factor alone.
  11. The type of college attended had a moderately positive direct effect, with students in four-year colleges and universities being more likely to complete their studies in S/E.
  12. The model indicates that male S/E students appear to need minority support more than female S/E students.
  13. The data in this model seem to suggest that enjoyment of science is far more important for persistence than grades. This conclusion probably applies to high-ability students and not to a general population of high school seniors planning to be scientists or engineer.
  14. Findings from this study indicate that even when males and females have the same levels of math/science achievement, females have less ambition to make scientific discoveries and contributions than males do.
  15. Minority S/E students who enjoy their studies are likely to make an S/E career commitment and successfully complete their studies.