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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: [[left margin]] ...improve physics courses (or add Eng. ?) [/left margin]] 1. Girls take fewer math/science courses [[right margin]] reword and reflect data/chart [/right margin]] than boys, and this difference grows larger with [[right margin]] where student have opportunity and make choices (e.g. calculus vs Shakespeare) [/right margin]] advanced courses. (Figures 1 & 2 and NSF 1995 Figure 1-11) 2. A higher percentage of girls [[strikethrough]] drop out of [/strikethrough]] [[right margin]] take fewer courses in [/right margin]] math and science [[strikethrough]] courses [/strikethrough]] than boys. (Figure 1) [[right margin]] + look at who drops out of major [/right margin]] 3. The most important filter/determinant of future math/science courses is middle school/junior high school math, specifically [[strikethrough]] Algebra 1. [/strikethrough]] [[right margin]] schools perceive that they're providing a filter (not an opportunity) try + change perception of teachers/schools that anybody needs courses (up + calculus) [/right margin]] [[left margin]] who gets + take Alg. 1 when (tracking...) is method of discrimination [/left margin]]