GENDER AND ETHNIC DIFFERENCES AMONG SCIENCE AND ENGINEERING MAJORS: EXPERIENCES, ACHIEVEMENTS, AND EXPECTATIONS
Authors: Grandy Jerilee 
Published: August 2014

Concern over the underrepresentation of women and minorities in the natural sciences and engineering led to the research reported here. This project surveyed a stratified sample of 1,651 college seniors who registered to take the Graduate Record Examinations (GRE) General Test in December 1990 and who were majoring in natural sciences, mathematics, computer sciences, and engineering (NSME). The sample was stratified to contain all minorities and approximately equal numbers of White male and female U.S. citizens majoring in these fields. All were taking the GRE in the process of applying to graduate school.

The goals of the survey were threefold: (1) to identify some of the factors that may lead NSME majors to change fields for graduate school, that is, to leave the science/engineering pipeline directly after earning a bachelor's degree; (2) to analyze differences among ethnic groups remaining in NSME; and (3) to analyze differences between male and female NSME majors who plan to remain in NSME. Results of the first goal of the survey were reported earlier; this report focuses on the second and third goals of the study‐gender and ethnic differences in NSME majors planning graduate study in their fields.

The survey questionnaire inquired about the students' undergraduate experiences, including enjoyment and difficulty of coursework, ratings of the quality of teaching and of the department, relationships with fellow students and instructors, and perceptions of themselves and others in relationship to their field of study. The questionnaire also asked students to rate themselves on a variety of skills and abilities, to rate various aspects of their chosen graduate fields of study, and to indicate their preferences for various job activities and characteristics. Finally, it asked a few questions about parents' occupations and whether each parent approved of the student's chosen field of study.

These data were then merged with GRE scores and background information supplied on the GRE registration form, which included parents' education, undergraduate grade averages, degree objective, honors and awards, hours worked, and hours spent in outside activities.

Results showed that the decision to leave NSME was uncorrelated with gender, race, or GRE scores, but was correlated with many questionnaire items. Detailed analyses of gender and ethnic differences among NSME majors planning to continue in their fields showed small to moderate differences on many dimensions, including grades, GRE scores, mother's education and occupation, out‐of‐class activities, degree objective, ability to perceive oneself as a scientist or engineer, perception of professionals in their field, perception of faculty, interaction with faculty, regard for other students in the department, and belief that they could make a real contribution in their field. Differences in undergraduate experiences included opportunities to assist professors in their research, ratings of teaching methods and evaluation procedures, intellectual environment, and the variety of advanced course offerings. Gender and ethnic differences also appeared in a number of self‐ratings.

There were gender and ethnic differences in salary expectations, importance placed on making a contribution to society, and preferences for various job activities. Distinctive profiles emerged suggesting, for example, that Asian Americans had the least positive college experiences, Mexican Americans had the most stressful experiences, and African Americans had the most optimistic outlooks on their professional futures.