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When Making the Grade Isn't Enough: The Gendered Nature of Premed Science Course Attrition

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Title: When Making the Grade Isn't Enough: The Gendered Nature of Premed Science Course Attrition
Language: English
Authors: Witherspoon, Eben B. (ORCID 0000-0003-0987-3679), Vincent-Ruz, Paulette (ORCID 0000-0002-8244-8700), Schunn, Christian D.
Source: Educational Researcher. May 2019 48(4):193-204.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2019
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1524575
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Gender Differences, Premedical Students, Dropouts, Science Education, Prediction, Disproportionate Representation, Student Interests, Undergraduate Students, Introductory Courses, Academic Achievement, Females, Health, Research Universities, Salaries, Employment Level, Self Efficacy, Student Motivation, Intervention, College Entrance Examinations, Medical Schools, Advanced Placement, Educational Background, Organic Chemistry, Enrollment Trends, Grades (Scholastic)
Assessment and Survey Identifiers: Medical College Admission Test
DOI: 10.3102/0013189X19840331
ISSN: 0013-189X
Abstract: Women take qualifying exams and enter medical school at substantially lower levels than predicted by their interest in medical degrees at the end of high school. We examined how science course experiences contribute to gendered attrition in premed using a multicohort data set of 8,253 undergraduates taking the traditional premed sequence of introductory science courses at a public research university between 2008 and 2016. Gendered attrition was not based in academic performance, was specific to high-performing women, and yet was grounded in competency beliefs. The result is that high-performing women often graduate with lower paying, lower status degrees. Motivational interventions in premed science courses will be critical for retaining high-performing women in premed, an important outcome with implications for equity and women's health.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1217476
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Witherspoon%2C+Eben+B%2E%22">Witherspoon, Eben B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0987-3679">0000-0003-0987-3679</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vincent-Ruz%2C+Paulette%22">Vincent-Ruz, Paulette</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8244-8700">0000-0002-8244-8700</externalLink>)<br /><searchLink fieldCode="AR" term="%22Schunn%2C+Christian+D%2E%22">Schunn, Christian D.</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Women take qualifying exams and enter medical school at substantially lower levels than predicted by their interest in medical degrees at the end of high school. We examined how science course experiences contribute to gendered attrition in premed using a multicohort data set of 8,253 undergraduates taking the traditional premed sequence of introductory science courses at a public research university between 2008 and 2016. Gendered attrition was not based in academic performance, was specific to high-performing women, and yet was grounded in competency beliefs. The result is that high-performing women often graduate with lower paying, lower status degrees. Motivational interventions in premed science courses will be critical for retaining high-performing women in premed, an important outcome with implications for equity and women's health.
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      – SubjectFull: Gender Differences
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      – SubjectFull: Dropouts
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