srcd2003

Predicting Mathematics-Related Educational and Career Choices: 

Predicting Mathematics-Related Educational and Career Choices Mina Vida and Jacquelynne Eccles University of Michigan Acknowledgements: This research was funded by grants from NIMH, NSF, and NICHD to Eccles and by grants from NSF, Spencer Foundation and W.T. Grant to Eccles and Barber. The authors want to thank Bonnie Barber, Margaret Stone, Laurie Meschke, Lisa Colarossi, Deborah Jozefowicz, and Andrew Fuligni for their role in study design, data collection, and data processing.

M/S/E undergraduate majors: 

M/S/E undergraduate majors In 2000, women represented * 50% of M/S/E degree recipients * 77% of psychology majors * 56% of biology majors * 54% of social science majors Source: Science and Engineering Degrees: 1966-2000

Bachelor’s degrees in 2000: 

Bachelor’s degrees in 2000     Source: NSF 02-327

Participation in M/S/E careers: 

Participation in M/S/E careers In 1997, women represented * 23% of all scientists and engineers * 63% of psychologists * 42% of biologists * 10% of physicists/astronomers * 9% of engineers Source: National Science Foundation, 2000

Slide5: 

Slide6: 

MSALT Sample General Characteristics: 

MSALT Sample General Characteristics School based sample drawn from 10 school districts in the small city communities surrounding Detroit. Predominantly White, working and middle class families Approximately 50% of sample of youth went on to some form of tertiary education Downsizing of automobile industry caused major economic problems while the youth were in secondary school

Specific Sample Characteristics for Analyses Reported Today: 

Specific Sample Characteristics for Analyses Reported Today Those who participated at Wave 8 (age 25) Female N = 791 Male N = 575 Those who completed a college degree by Wave 8 Female N = 515 Male N = 377

Predicting # of Honors Math Classes: 

Predicting # of Honors Math Classes .15 .14 .14 .12 .13 .25 .18 Gender Self-Concept Of Ability In Math (R2 = .06) Interest In Math (R2 = .02) Number of Honors Math Courses (R2 = .19) Math Aptitude Utility of Math (R2 = .04)

Predicting # of Physical Science Classes (sex, DAT): 

Predicting # of Physical Science Classes (sex, DAT) Number of Physical Science Courses (R2 = .15) Gender Math Aptitude .34 .16

Predicting # of Physical Science Classes: 

Predicting # of Physical Science Classes .08 .10 .16 .15 .29 .12 .32 Gender Self-Concept Of Ability In Math (R2 = .11) Interest In Math (R2 = .02) Number of Physical Science Courses (R2 = .21) Math Aptitude Utility of Math (R2 = .04) .11 .13

New Analyses: Within SexDiscriminant Function Analyses: 

New Analyses: Within Sex Discriminant Function Analyses Use 12th grade Domain Specific Ability SCs and Values to predict College Major at age 25 Use age 20 General Ability SCs and Occupational Values to predict College Major at age 25

New Within Sex Discriminant Function Analyses: Part 2: 

New Within Sex Discriminant Function Analyses: Part 2 Use 12th grade Domain Specific Ability SCs and Values to predict Occupations at age 25 Use age 20 General Ability SCs and Occupational Values to predict Occupations at age 25

Time 1 Measures: 

Time 1 Measures Math/Physical Science Self-Concept of Ability Math/PS Value and Usefulness Biology Self-Concept of Ability Biology Value and Usefulness English Self-Concept of Ability English Value and Usefulness High School Grade Point Average

Sex Differences in Domain Specific Self Concepts and Values : 

Sex Differences in Domain Specific Self Concepts and Values

Time 2 Measures: Ability-Related: 

Time 2 Measures: Ability-Related Math/Science General Ability Self Concept Intellectual Ability Self Concept High School Grade Point Average

Time 2 Measures: Occupational Values: 

Time 2 Measures: Occupational Values Job Flexibility Mental Challenge Independence Working with People Autonomy

Time 2 Measures: Comfort with Job Characteristics: 

Time 2 Measures: Comfort with Job Characteristics Business Orientation: Comfort with tasks associated with being a supervisor People Orientation: Comfort working with people and children

Sex Differences in General Self Concepts and Values: 

Sex Differences in General Self Concepts and Values

Time 3 Measures: 

Time 3 Measures Final College Major Occupation at Age 25: Coded into Global Categories based on Census Classification Criteria

Sex Differences in College Majors: 

Sex Differences in College Majors

Sex Proportions in College Majors: 

Sex Proportions in College Majors

Sex Differences in Occupations: 

Sex Differences in Occupations

Sex Proportions in Occupations at 25: 

Sex Proportions in Occupations at 25

Predicting Women’s Math/Engineering/Physical Science (M/E/PS) and Biological Science College Major from Domain Specific SCs and Values at 18: 

Predicting Women’s Math/Engineering/Physical Science (M/E/PS) and Biological Science College Major from Domain Specific SCs and Values at 18

Predicting Women’s M/E/PS and Biological Science College Major from General Self-Concepts and Values at 20: 

Predicting Women’s M/E/PS and Biological Science College Major from General Self-Concepts and Values at 20

Predicting Men’s M/E/PS and Biological Science College Major from Domain Specific SCs and Values at 18: 

Predicting Men’s M/E/PS and Biological Science College Major from Domain Specific SCs and Values at 18

Predicting Men’s M/E/PS and Biological Science College Major from General Self-Concepts and Values at 20: 

Predicting Men’s M/E/PS and Biological Science College Major from General Self-Concepts and Values at 20

Predicting Social Science vs All Other Majors from Domain Specific SCs and Values at 18: 

Predicting Social Science vs All Other Majors from Domain Specific SCs and Values at 18

Conclusion 1:: 

Conclusion 1: Strong support for the predictive power of constructs linked to the Expectancy Value Model. Domain Specific SCs and Values push both women and men towards the related majors Some evidence that more general values can also push people away from M/S/PS majors and towards Biology-Related majors

Next Step: 

Next Step Do Within Sex Discriminant Function Analysis comparing Choice of Math/Science Major with Specific Alternative Major

Predicting M/E/PS vs. Biology Major From Domain Specific SCs and Values at 18: 

Predicting M/E/PS vs. Biology Major From Domain Specific SCs and Values at 18

Predicting M/E/PS vs. Biology Major From General Self-Concepts and Values at 20: 

Predicting M/E/PS vs. Biology Major From General Self-Concepts and Values at 20

Predicting M/E/PS vs. Social Science Major From Self-Concepts and Values at 18: 

Predicting M/E/PS vs. Social Science Major From Self-Concepts and Values at 18

Predicting M/E/PS vs. Social Science Major From General Self-Concepts and Values at 20 : 

Predicting M/E/PS vs. Social Science Major From General Self-Concepts and Values at 20

Predicting M/E/PS vs. Business College Major From Self-Concepts and Values at 18: 

Predicting M/E/PS vs. Business College Major From Self-Concepts and Values at 18

Predicting M/E/PS vs. Business College Major From General Self-Concepts and Values at 20: 

Predicting M/E/PS vs. Business College Major From General Self-Concepts and Values at 20

Conclusions 2: 

Conclusions 2 Even stronger support for both the push and pull aspects of the Eccles et al. Expectancy Value Model Strong evidence that valuing having a job that allows one to work with and for people pushes individuals away from M/E/PS majors and pulls them toward the Biological Sciences

New Analyses 2: 

New Analyses 2 Now lets shift to the second set of analyses: those linking self concepts and values from ages 18 and 20 to actual occupations at age 25

Predicting M/E/PS vs Biology Occupations at 25 from Self Concepts and Values at 18: 

Predicting M/E/PS vs Biology Occupations at 25 from Self Concepts and Values at 18

Predicting M/E/PS vs Biology Occupation at 25 from General Self Concepts and Values at 20: 

Predicting M/E/PS vs Biology Occupation at 25 from General Self Concepts and Values at 20

Predicting M/E/PS vs Business Occupations at 25 From Self Concepts and Values at 18: 

Predicting M/E/PS vs Business Occupations at 25 From Self Concepts and Values at 18

Predicting M/E/PS vs Business Occupation at 25 from General Self Concepts and Values at 20: 

Predicting M/E/PS vs Business Occupation at 25 from General Self Concepts and Values at 20

Final Conclusions: 

Final Conclusions

The End: 

Thank You The End

Slide46: 

Women and Men in Physical Science/Math versus Business Occupations: 

Women and Men in Physical Science/Math versus Business Occupations

Predicting Science vs. College Major at 25 From Self-Concepts and Values at 20: 

Predicting Science vs. College Major at 25 From Self-Concepts and Values at 20

Slide49: 

Slide50: 

Slide51: 

Slide52: