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Weeded Out? Gendered Responses to Failing Calculus

Author

Listed:
  • Tanya Sanabria

    (Department of Sociology, University of California, Irvine, Irvine, CA 92697, USA)

  • Andrew Penner

    (Department of Sociology, University of California, Irvine, Irvine, CA 92697, USA)

Abstract
Although women graduate from college at higher rates than men, they remain underrepresented in science, technology, engineering, and mathematics (STEM) fields. This study examines whether women react to failing a STEM weed-out course by switching to a non-STEM major and graduating with a bachelor’s degree in a non-STEM field. While competitive courses designed to weed out potential STEM majors are often invoked in discussions around why students exit the STEM pipeline, relatively little is known about how women and men react to failing these courses. We use detailed individual-level data from the National Educational Longitudinal Study (NELS) Postsecondary Transcript Study (PETS): 1988–2000 to show that women who failed an introductory calculus course are substantially less likely to earn a bachelor’s degree in STEM. In doing so, we provide evidence that weed-out course failure might help us to better understand why women are less likely to earn degrees.

Suggested Citation

  • Tanya Sanabria & Andrew Penner, 2017. "Weeded Out? Gendered Responses to Failing Calculus," Social Sciences, MDPI, vol. 6(2), pages 1-14, May.
    • Handle: RePEc:gam:jscscx:v:6:y:2017:i:2:p:47-:d:98161
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    References listed on IDEAS

    as
    1. Muriel Niederle & Lise Vesterlund, 2007. "Do Women Shy Away From Competition? Do Men Compete Too Much?," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 122(3), pages 1067-1101.
    2. Ost, Ben, 2010. "The role of peers and grades in determining major persistence in the sciences," Economics of Education Review, Elsevier, vol. 29(6), pages 923-934, December.
    3. Rask, Kevin & Tiefenthaler, Jill, 2008. "The role of grade sensitivity in explaining the gender imbalance in undergraduate economics," Economics of Education Review, Elsevier, vol. 27(6), pages 676-687, December.
    4. Kokkelenberg, Edward C. & Sinha, Esha, 2010. "Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students," Economics of Education Review, Elsevier, vol. 29(6), pages 935-946, December.
    5. Rask, Kevin, 2010. "Attrition in STEM fields at a liberal arts college: The importance of grades and pre-collegiate preferences," Economics of Education Review, Elsevier, vol. 29(6), pages 892-900, December.
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    Cited by:

    1. Sarah Thébaud & Maria Charles, 2018. "Segregation, Stereotypes, and STEM," Social Sciences, MDPI, vol. 7(7), pages 1-18, July.

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