Effects of High School Course-Taking and Other Variables on Choice of Science and Mathematics College Majors

By Jerry Trusty. 2002

204 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/3c1f727e45d8e91a4c381159b417d5e7ea39e23a

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In Experimental and Cognitive Psychology

In General Agricultural and Biological Sciences

In Safety Research

Citations in the corpus

Why Students Choose STEM Majors (2013, background): “Furthermore, these three elements are shaped by early math achievement and attitudes, especially in light of the longitudinal and developmental nature of achievement in and attitudes toward math (Eccles, 1994; Trusty, 2002).”
Identifying 21st Century STEM Competencies Using Workplace Data (2015, background): “…enrollment, choice of academic major, college persistence, gender and race, and career aspirations were found to be associated with obtaining STEM degrees (Astin and Astin 1992; Bonous-Hammarth 2000; David T. Burkam 2003; Maltese and Tai 2011; Maple and Stage 1991; Tai et al. 2006; Trusty 2002).”
Patterns of Persistence in Intended College Major with a Focus on STEM Majors. (2010, methodology): “…& Hovland, 2004; Porter & Umbach, 2006; Wessel, Ryan, & Oswald, 2008), previous academic performance (Allen & Robbins, 2008; Leuwerke et al., 2004; Trusty, 2002; Turner & Bowen, 1999; Wessel et al., 2008), self-efficacy (Larson et al., 2007; Lent, Sheu, Singley, Schmidt, Schmidt et al., 2008;…”
Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011, background): “, basic, general, and advanced) of courses completed by students, and most concluded that a more rigorous program of high school courses was positively associated with completion of a college degree (Horn & Kojaku, 2001; Trusty, 2002).”
College Student Pathways to the STEM Disciplines (2013, background): “Among females, African Americans enter STEM majors at roughly two times the rate of their white counterparts; among males, Asians select STEM majors at higher rates than other racial/ethnic groups (Hanson, 2004; Trusty, 2002).”
The Influence of Applied STEM Coursetaking on Advanced Mathematics and Science Coursetaking (2015, background): “, 2012; Wimberly & Noeth, 2005), an increased probability of selecting a STEM college major (Federman, 2007; Schneider, Swanson, & Riegle-Crumb, 1998; Trusty, 2002), and college graduation (Schneider et al.”
Pursuing STEM Careers: Perspectives of Senior High School Students (2020, background): “Trusty (2002) states that the likelihood of women choosing STEM major is affected by encouraging students to take the most academically intensive math courses such as trigonometry, pre-calculus, and calculus.”
Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence (2011, background): “…math and science course work in high school as a pre-college experience measure given the research that shows such preparation as vital to undergraduate success in STEM while also serving as a contributor to students’ academic self-assessment in college (Russell & Atwater, 2005; Trusty, 2002).”
Predictors of Young Adolescents’ Math Grades and Course Enrollment Intentions: Gender Similarities and Differences (2005, background): “More recently, researchers have examined the effects of high school courses taken (Trusty, 2002; Trusty & Ng, 2000) and knowledge of math stereotypes (Schmader, Johns, & Barquissau, 2004; Spencer, Steele, & Quinn, 1999; Steele, 1997) on women’s math performance and choice.”
Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations (2016, background): “…the type of attended academic track (math/science vs. language oriented) has a profound impact on the choice of a postsecondary education and in turn on career choices, possibly mediated through subject-familiarity effects or achievement gains in the respective academic fields (cf. Trusty, 2002).”