Attitudes Toward Mathematics and Predictors of College Mathematics Grades: Gender Differences in a 4-Year Business College

Odell, Patricia M.; Schumacher, Phyllis

doi:10.1080/08832329809601658

Cited by 16 publications

(18 citation statements)

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“…According to Seymour (1995), the persistence rate of men in mathematics, engineering, and science majors was as high as 61% at highly selective institutions, with an average of 39% for national samples, whereas the persistence rate of women was only 46% at highly selective institutions and 30% nationally. Factors affecting persistence of women in IT include pre-college achievement (Campbell & McCabe, 1984;Farmer, Wardrop, Anderson, & Risinger, 28 1995; Murray, 1998;Odell & Schumacher, 1998;Wright, Pamler, & Miller, 1996), perception of a supportive environment (Astin & Sax, 1996;Bauer, 2000;Brown, 2001;Camp, 2001;Chapman, 1993;Etzkowitz, Kemelgor, & Uzzi, 2000;Flowers, 1998;Jackson, 1993;Kruschwitz & Peter, 1995;National Research Council, 1991;Neuman, 1991;Olsen, 2000;Smith, 2000;Thorn, 2001), and single-sex versus coeducational college environments (Solnick, 1995).…”

Section: Persisting In An It Majormentioning

confidence: 99%

Perceptions of a Chilly Climate: Differences in Traditional and Non-traditional Majors for Women

Morris

Daniel

2007

Res High Educ

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Section: Persisting In An It Majormentioning

confidence: 99%

Perceptions of a Chilly Climate: Differences in Traditional and Non-traditional Majors for Women

Morris

Daniel

2007

Res High Educ

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“…Environmental and personal variables frequently contributed to the prediction equations (Santa Rita, 1998). Race and gender were significant moderating variables (Hood, 1992;Hogrebe, Ervin, Dwinell, & Newman, 1983;Odell & Schumacher, 1998).…”

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confidence: 99%

“…Students with personal problems, no goal or college major, and a high school GPA of C or below were at-risk for negative attrition. Where Fralick identified no gender differences in his community college study, Odell and Schumacher (1998) reported significant differences between males and females at a business college.…”

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confidence: 99%

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The Prediction of College Student Academic Performance and Persistence: The School to College Transition

Taylor¹

2003

PsycEXTRA Dataset

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~lPublic reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send commeciTs regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Sc-rvices, Directorate tor Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Offrce of Management and Budget, Papcwork Reduction Prc, AUTHOR(S)MAJ TAYLOR HAROLD A FUNDING NUMBERS PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES)UNIVERSITY OF LOUISVILLE PERFORMING ORGANIZATION REPORT NUMBERCI02-1226 This dissertation addresses the prediction of college student academic performance and persistence of Jefferson County Public School graduates at the University of Louisville. Using multiple regression and discriminant analysis, the research design assesses the predictive potential of six Commonwealth Accountability Testing System (CATS) scores and five college preparation variables beyond the predictive contribution of control variables established by the literature. The control variables are high school GPA, ACT score, race, sex, and socioeconomic status. The criterion variables are first semester college GPA, first year college GPA, and persistence to the sophomore year. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES)THEHigh school GPA and socioeconomic status were statistically significant contributors to each prediction equation. CATS scores accounted for a significant proportion of variance in first year college GPA with control variables already in the equation.This dissertation is divided into five chapters. Chapter I provides an overview of Kentucky's recent education reforms, the purpose of the study, and the three research questions. Chapter II is a review of the literature. The literature includes research on the "Approved for Public Release Distribution Unlimited . This dissertation is divided into five chapters. Chapter I provides an overview of Kentucky's recent education reforms, the purpose of the study, and the three research questions. Chapter II is a review of the literature. The literature includes research on the prediction of college GPA and persistence, prediction relative to nontraditional students, race, and gender, and information supply chain management. Information supply chain management is a business concept informative to this dissertation for its modeling of information flow between educational institutions. Chapter III describes the methodology. Statistical analysis includes descriptive statistics, hierarchical muhiple regression analyses, and discriminant analysis.Chapter IV is a summary of the results. The regression models accounted for 20.1% (p < .01) of the variance in first semester college GPA and 31.4% (/? < .01) of the variance in first year college G...

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“…Yet, in many societies including the US, assuming the identity of not being a "math person" is common (Boaler, 2015;Brown, Brown & Bibby, 2008;Moses & Cobb, 2001;Leder, Forgasz & Solar, 1996;Fennema & Sherman, 1977). Adopting such identity has been shown to negatively impact academic achievement (Job, Walton, Bernecker & Dweck, 2015;Paunesku, et al, 2015;Rattan, Good & Dweck, 2012;Farooq & Shah, 2008;Odell & Shumacher, 1999), and arguably results in an unskilled workforce (OECD Skills Outlook, 2015).…”

Section: Introductionmentioning

confidence: 99%

Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of Summer Versus Regular Semester Students

Espinosa¹

2016

IJoTE

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Attitudes Toward Mathematics and Predictors of College Mathematics Grades: Gender Differences in a 4-Year Business College

Cited by 16 publications

References 10 publications

Perceptions of a Chilly Climate: Differences in Traditional and Non-traditional Majors for Women

Perceptions of a Chilly Climate: Differences in Traditional and Non-traditional Majors for Women

The Prediction of College Student Academic Performance and Persistence: The School to College Transition

Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of Summer Versus Regular Semester Students

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