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While gender and racial/ethnic performance gaps in math and science have been well documented, we know little about how students feel while they are in these courses. Using a sample of 793 high school students who participated in the Experience Sampling Method of the Study of Youth and Social Development, this study examines the gender and racial/ethnic differences in self-reported levels of challenge, a measure of student engagement, while students are in math and science courses. Results from multivariate regression analyses indicate that boys report similar levels of engagement while in math and science classes, but girls do not. While Black female students report lower levels of challenge in math classes, Latina girls report lower levels of challenge while in science class in comparison to other racial/ethnic groups.

A nationally representative sample of high school students is used to examine where students go for college information and how those information sources affect the number of schools to which students apply. Results show that Latino/a students are least likely to access college sources and have applied to the fewest number of schools. Among Latino/a students college resources are also one of biggest predictors of number of schools to which Latino/a students have applied.