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3  11/28/95

B. Participation in math and science learning and careers

1. Are there differential participation rates in math and science courses (Figure 1) and careers (Figure 2)?

2. Do these rates change over the developmental cycle (Figures 1 & 2)?

3. What factors are correlated with participation rates?

4. Is there a relationship between math/science participation and attitude toward math/science?; toward school?

5. Is there a relationship between math/science participation and achievement in math/science (Figure 1-15 in NSF 1995)?; overall academic achievement

Commonly held beliefs:

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...improve physics courses (or add Eng. ?)
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1. Girls take fewer math/science courses
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reword and reflect data/chart
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than boys, and this difference grows larger with
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where student have opportunity and make choices (e.g. calculus vs Shakespeare)
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advanced courses. (Figures 1 & 2 and NSF 1995 Figure 1-11)

2. A higher percentage of girls [[strikethrough]] drop out of [/strikethrough]] 
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take fewer courses in
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math and science [[strikethrough]] courses [/strikethrough]] than boys. (Figure 1)
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+ look at who drops out of major  
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3. The most important filter/determinant of future math/science courses is middle school/junior high school math, specifically [[strikethrough]] Algebra 1. [/strikethrough]]
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schools perceive that they're providing a filter (not an opportunity)
try + change perception of teachers/schools that anybody needs courses (up + calculus)
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who gets + take Alg. 1 when (tracking...) is method of discrimination
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