Abstract
To increase women’s representation among quantitative degrees, Berryman (1985) suggested two strategies: Increase women’s share of the initial mathematical/scientific pool or reduce attrition from the pool. Current research indicates, however, that the decision to enter a quantitative field of study for women is the result of a complex interaction of many factors. This study examined the manner in which these factors influence women’s choice of undergraduate fields of study by proposing a structural equation model indicating hypothesized patterns of effects. Although no academic performance measure influenced field of study choice, the number of mathematics and science courses taken in high school was the predominant factor in the model. It had the greatest direct influence on field of study and served as the mediating variable for all indirect influences. Other significant effects were exerted by the initial choice of a quantitative field of study as a high school sophomore and student background characteristics and attitudes.
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