Effects of high school course-taking and other variables on choice of science and mathematics college majors

Abstract

Using a nationally representative sample, the effects of high school course-taking on subsequent choice of science and math majors in college were examined in the context of background variables, early academic performance, and educational attitudes and behavior in high School Effects of course-taking on choice of science and math majors were stronger for women than for men. For women, 8th-grade math test scores positively influenced math course-taking in high school, which in turn positively influenced later choice of science and math majors. For men, completing high school physics had a significant positive effect on choice of science and math majors. These and other findings are discussed in terms of career theory and counseling and education practice.