Factors influencing the mathematics-related attainment of a national sample of hispanic, black, and white women

Abstract

For the most part, women are still employed in traditionally female occupations which require little or no mathematics training. The presence and seeming acceptance of confined, low-status occupations for women represent an enormous loss of economic and intellectual potential for the individual woman and for society as a whole.

This study examines the effects of various background, high school, and socio-psychological factors on the mathematics-related attainment of Hispanic, black, and white women. To estimate the contribution of the factors in explaining the variance in mathematics-related attainment, the following variables are considered in a structural equations model: socioeconomic status; high school experience, composed of the number of high school mathematics and science courses, and curriculum; high school achievement, including a mathematics ability score, high school class rank, and academic self-concept; psychological self-concept; perceived college influence of parents, teachers/counselors, and peers; educational and occupational expectations; mathematics-related college experience; sex-role orientation; and family status.

The data are provided by the National Longitudinal Study of the High School Class of 1972 (NLS), a longitudinal nationwide survey which follows the progress of high school students to adulthood. Questionnaires were administered to the subjects in 1972, 1973, 1974, and 1976; the overall response rate was 85%. The sample consists of all women who declared a college major for at least two years between 1972 and 1976 (an average of 146 Hispanic, 543 black, and 2918 white women). Descriptive analyses provide group profiles; path analysis techniques are used to compare the influence each of the variables has within and across the three groups.

Results indicate that the model explains 46%, 49%, and 52% of the variance for Hispanics, blacks, and whites, respectively; however, the components of the model operate differently for each group. For Hispanic women, educational expectations exert the greatest influence, followed by mathematics-related experience, high school experience, and significant others' perceived college influence. Mathematics-related experience has the greatest total effect for black women, followed by high school experience, high school achievement, and educational expectations; family status has a significant negative direct effect. Mathematics-related experience is also first for whites women, whereas educational expectations is second, high school achievement is third, and socioeconomic status is fourth: additionally, sex-role orientation has a significant direct effect.

It is suggested that intervention programs should be designed to address the varying needs of each group of college-bound women and to increase the level of mathematics so that all women, and thus society, can realize their educational and occupational potential.