Undergraduate Science Majors: Gender Differences in Who Goes to Graduate School

Sax, Linda J.

doi:10.1353/rhe.2000.0030

Cited by 92 publications

(103 citation statements)

References 15 publications

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“…Among undergraduates in STEM (Science, Technology, Engineering, and Math) fields, Sax (2001) found that "a total of 25.9 percent of women and 32.6 percent of men ultimately enrolled in SME graduate programs" (p. 159). Sax also looked at whether certain variables influenced men and women's decision to enroll in a post-baccalaureate program.…”

Section: Gender and Sexmentioning

confidence: 99%

“…Although Carter's model did not include students' major, scholars have demonstrated that the field of study (or major) of the students has been shown to have a significant impact on post-baccalaureate aspirations, applications, and enrollments (Bedard & Herman, 2008;Eagan & Newman, 2010;Hearn, 1987;Malaney & Isaac, 1988;Sax, 2001;Zhang, 2005). This is due, in part, to fields requiring additional education for certain careers.…”

Section: Field Of Studymentioning

confidence: 99%

“…Like aspirations and application, fields of study influence students' application to and enrollment in graduation education (Bedard & Herman, 2008;Heller, 2001;Malaney & Isaac, 1988;Sax, 2001;Mullen, Goyette, & Soares, 2003;Zhang 2005). For example, Mullen, Goyette, & Soares (2003) found that college major had strong effects on students' enrollment in graduate school.…”

Section: Field Of Studymentioning

confidence: 99%

“…Simply having contact with a faculty member appears to have positive results on students' degree aspirations (Astin, 1993;Carter, 1999;Ceja & Rivas, 2010;Endo & Harpel, 1982;Gagnon & Cocolas, 1988;Hearn, 1987;Inozu, 2011;Kim & Sax, 2009;Kuh & Hu, 2001;Pascarella, 1984;Sax, 2001;Sax, Bryant, & Harper, 2005;Varhegyi & Jepsen, 2009). Faculty interactions seem to be important across groups of students.…”

Section: Outcomes Of Good Teaching Practicesmentioning

confidence: 99%

“…For example, Carter (1999) found that contact with faculty outside the classroom positively influenced African American students' overall degree expectations. Faculty interactions also appear to play a role in women's and men's degree aspirations (Sax, 2001;Sax, Bryant, & Harper, 2005). For example, Sax (2001) found interactions with faculty predicted enrollment in a Science, Math, and Engineering (SME) graduate program.…”

Section: Outcomes Of Good Teaching Practicesmentioning

confidence: 99%

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Understanding graduate school aspirations: the effect of good teaching practices

2015

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This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at four-year colleges and universities. Using College Choice and College Outcomes models as a theoretical foundation, I examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNS), the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students.

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Section: Gender and Sexmentioning

confidence: 99%

Section: Field Of Studymentioning

confidence: 99%

Section: Field Of Studymentioning

confidence: 99%

Section: Outcomes Of Good Teaching Practicesmentioning

confidence: 99%

Section: Outcomes Of Good Teaching Practicesmentioning

confidence: 99%

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Understanding graduate school aspirations: the effect of good teaching practices

2015

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Exploring Diversity in Graduate and Professional School Applications

Holtzman¹,

Minott

Devasia³

et al. 2021

ETS Research Report Series

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Gathering a diverse student body is important for institutions of higher education (IHEs) at the graduate/professional level. However, it is impossible to select a diverse student body from a homogenous group of candidates. Thus the aim of this study is to discover the extent to which diversity goals in admissions are precluded by the lack of diversity in the applicant pool. To explore this, the proportion of score reports sent to the 150 largest graduate/professional schools and sent for each major was compared, from each gender, race, and socioeconomic status (SES) grouping, to proportions from the overall applicant pool of graduate/professional students. Additionally, differences in the distance graduate/professional school applicants are willing to consider traveling by gender, race/ethnicity, and SES were investigated. Results show that differences exist in the gender, race, and SES distributions for score reports sent to different schools and for different majors as well as in the distance an applicant is willing to consider traveling for graduate/professional school. The patterns found for gender, racial, and socioeconomic diversity provide possibilities for researchers to work further together with graduate/professional schools to tackle the important challenge of increasing diversity in graduate/professional education.

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