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Math Counts: Major and Gender Differences in College Mathematics Coursework.

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Title: Math Counts: Major and Gender Differences in College Mathematics Coursework.
Authors: Douglas, Daniel (AUTHOR), Salzman, Hal (AUTHOR)
Source: Journal of Higher Education. 2020, Vol. 91 Issue 1, p84-112. 29p. 9 Charts, 2 Graphs.
Subjects: Subtraction (Mathematics), Mathematics, Gender, Educators, Postsecondary education
Abstract: Mathematics is an important and hotly contested aspect of U.S. postsecondary education. Its importance for academics and careers and the extent and impact of math achievement disparities are all subject of longstanding debate. Yet there is surprisingly little research into how much and what types of mathematics courses are taken by U.S. undergraduates and the extent of math achievement differentials among students. This article advances the understanding of math course taking by developing course-taking metrics for a nationally representative cohort of bachelor's graduates. Using NCES transcript data to construct consistent measures of mathematics and quantitative course taking, our analysis finds large variability both within and between STEM/non-STEM majors and a large population of non-STEM graduates earning mathematics credits comparable to their peers in STEM fields. Mathematics course taking differs substantially from course taking in other subjects. We also find that often-observed gender differentials are a function of major, not gender, with females in the most mathematics-intensive programs earning as many or more mathematics credits than their male peers. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Math Counts: Major and Gender Differences in College Mathematics Coursework.
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  Data: <searchLink fieldCode="AR" term="%22Douglas%2C+Daniel%22">Douglas, Daniel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Salzman%2C+Hal%22">Salzman, Hal</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2020, Vol. 91 Issue 1, p84-112. 29p. 9 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Subtraction+%28Mathematics%29%22">Subtraction (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Gender%22">Gender</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink>
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  Data: Mathematics is an important and hotly contested aspect of U.S. postsecondary education. Its importance for academics and careers and the extent and impact of math achievement disparities are all subject of longstanding debate. Yet there is surprisingly little research into how much and what types of mathematics courses are taken by U.S. undergraduates and the extent of math achievement differentials among students. This article advances the understanding of math course taking by developing course-taking metrics for a nationally representative cohort of bachelor's graduates. Using NCES transcript data to construct consistent measures of mathematics and quantitative course taking, our analysis finds large variability both within and between STEM/non-STEM majors and a large population of non-STEM graduates earning mathematics credits comparable to their peers in STEM fields. Mathematics course taking differs substantially from course taking in other subjects. We also find that often-observed gender differentials are a function of major, not gender, with females in the most mathematics-intensive programs earning as many or more mathematics credits than their male peers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00221546.2019.1602393
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        Text: English
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