This author advocates instead recruitment, rewards, more and better job ladders, and loan forgiveness for those who decide to stay in science. Six graduate students and one professor from nonscience fields audited introductory physics or chemistry courses for this study. Their task was to explore their personal encounters with the courses and the classroom cultures in beginning college science classes. The study provides excerpts from the field notes of the seven participants and comparable data from a University of Michigan study of a cohort of students in science and from a study of Harvard and Radcliffe students who dropped science courses. ENC does NOT distribute this resource.
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