{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/76568"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/76568","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Factors influencing the mathematics-related attainment of a national sample of hispanic, black, and white women","abstract":"For the most part, women are still employed in traditionally female occupations which require little or no mathematics training. The presence and seeming acceptance of confined, low-status occupations for women represent an enormous loss of economic and intellectual potential for the individual woman and for society as a whole. This study examines the effects of various background, high school, and socio-psychological factors on the mathematics-related attainment of Hispanic, black, and white women. To estimate the contribution of the factors in explaining the variance in mathematics-related attainment, the following variables are considered in a structural equations model: socioeconomic status; high school experience, composed of the number of high school mathematics and science courses, and curriculum; high school achievement, including a mathematics ability score, high school class rank, and academic self-concept; psychological self-concept; perceived college influence of parents, teachers/counselors, and peers; educational and occupational expectations; mathematics-related college experience; sex-role orientation; and family status. The data are provided by the National Longitudinal Study of the High School Class of 1972 (NLS), a longitudinal nationwide survey which follows the progress of high school students to adulthood. Questionnaires were administered to the subjects in 1972, 1973, 1974, and 1976; the overall response rate was 85%. The sample consists of all women who declared a college major for at least two years between 1972 and 1976 (an average of 146 Hispanic, 543 black, and 2918 white women). Descriptive analyses provide group profiles; path analysis techniques are used to compare the influence each of the variables has within and across the three groups. Results indicate that the model explains 46%, 49%, and 52% of the variance for Hispanics, blacks, and whites, respectively; however, the components of the model operate differently for each group. For Hispanic women, educational expectations exert the greatest influence, followed by mathematics-related experience, high school experience, and significant others' perceived college influence. Mathematics-related experience has the greatest total effect for black women, followed by high school experience, high school achievement, and educational expectations; family status has a significant negative direct effect. Mathematics-related experience is also first for whites women, whereas educational expectations is second, high school achievement is third, and socioeconomic status is fourth: additionally, sex-role orientation has a significant direct effect. It is suggested that intervention programs should be designed to address the varying needs of each group of college-bound women and to increase the level of mathematics so that all women, and thus society, can realize their educational and occupational potential.","abstract_html":"For the most part, women are still employed in traditionally female occupations which require little or no mathematics training. The presence and seeming acceptance of confined, low-status occupations for women represent an enormous loss of economic and intellectual potential for the individual woman and for society as a whole. This study examines the effects of various background, high school, and socio-psychological factors on the mathematics-related attainment of Hispanic, black, and white women. To estimate the contribution of the factors in explaining the variance in mathematics-related attainment, the following variables are considered in a structural equations model: socioeconomic status; high school experience, composed of the number of high school mathematics and science courses, and curriculum; high school achievement, including a mathematics ability score, high school class rank, and academic self-concept; psychological self-concept; perceived college influence of parents, teachers/counselors, and peers; educational and occupational expectations; mathematics-related college experience; sex-role orientation; and family status. The data are provided by the National Longitudinal Study of the High School Class of 1972 (NLS), a longitudinal nationwide survey which follows the progress of high school students to adulthood. Questionnaires were administered to the subjects in 1972, 1973, 1974, and 1976; the overall response rate was 85%. The sample consists of all women who declared a college major for at least two years between 1972 and 1976 (an average of 146 Hispanic, 543 black, and 2918 white women). Descriptive analyses provide group profiles; path analysis techniques are used to compare the influence each of the variables has within and across the three groups. Results indicate that the model explains 46%, 49%, and 52% of the variance for Hispanics, blacks, and whites, respectively; however, the components of the model operate differently for each group. For Hispanic women, educational expectations exert the greatest influence, followed by mathematics-related experience, high school experience, and significant others' perceived college influence. Mathematics-related experience has the greatest total effect for black women, followed by high school experience, high school achievement, and educational expectations; family status has a significant negative direct effect. Mathematics-related experience is also first for whites women, whereas educational expectations is second, high school achievement is third, and socioeconomic status is fourth: additionally, sex-role orientation has a significant direct effect. It is suggested that intervention programs should be designed to address the varying needs of each group of college-bound women and to increase the level of mathematics so that all women, and thus society, can realize their educational and occupational potential.","abstract_has_math":false,"creators":["Rothschild, Susan J. Schaflander"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Ph. D.","degree_level":"doctoral","degree_discipline":"Educational Research and Evaluation","degree_department":"Educational Research and Evaluation","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1981,"date_issued":"1981","date_published":"1981","updated_at":"2026-07-22T22:19:04Z","subjects":[],"languages":["en_US"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/76568","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Educational Research and Evaluation"]},{"key":"dc:creator","label":"Author","values":["Rothschild, Susan J. 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The presence and seeming acceptance of confined, low-status occupations for women represent an enormous loss of economic and intellectual potential for the individual woman and for society as a whole. This study examines the effects of various background, high school, and socio-psychological factors on the mathematics-related attainment of Hispanic, black, and white women. To estimate the contribution of the factors in explaining the variance in mathematics-related attainment, the following variables are considered in a structural equations model: socioeconomic status; high school experience, composed of the number of high school mathematics and science courses, and curriculum; high school achievement, including a mathematics ability score, high school class rank, and academic self-concept; psychological self-concept; perceived college influence of parents, teachers/counselors, and peers; educational and occupational expectations; mathematics-related college experience; sex-role orientation; and family status. The data are provided by the National Longitudinal Study of the High School Class of 1972 (NLS), a longitudinal nationwide survey which follows the progress of high school students to adulthood. Questionnaires were administered to the subjects in 1972, 1973, 1974, and 1976; the overall response rate was 85%. The sample consists of all women who declared a college major for at least two years between 1972 and 1976 (an average of 146 Hispanic, 543 black, and 2918 white women). Descriptive analyses provide group profiles; path analysis techniques are used to compare the influence each of the variables has within and across the three groups. Results indicate that the model explains 46%, 49%, and 52% of the variance for Hispanics, blacks, and whites, respectively; however, the components of the model operate differently for each group. For Hispanic women, educational expectations exert the greatest influence, followed by mathematics-related experience, high school experience, and significant others' perceived college influence. Mathematics-related experience has the greatest total effect for black women, followed by high school experience, high school achievement, and educational expectations; family status has a significant negative direct effect. Mathematics-related experience is also first for whites women, whereas educational expectations is second, high school achievement is third, and socioeconomic status is fourth: additionally, sex-role orientation has a significant direct effect. It is suggested that intervention programs should be designed to address the varying needs of each group of college-bound women and to increase the level of mathematics so that all women, and thus society, can realize their educational and occupational potential."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph. D."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Factors influencing the mathematics-related attainment of a national sample of hispanic, black, and white women"]}]}],"canonical_facts":{"dc:contributor.department":["Educational Research and Evaluation"],"dc:creator":["Rothschild, Susan J. Schaflander"],"dc:date.accessioned":["2017-03-10T21:55:50Z"],"dc:date.available":["2017-03-10T21:55:50Z"],"dc:date.issued":["1981"],"dc:description.abstract":["For the most part, women are still employed in traditionally female occupations which require little or no mathematics training. The presence and seeming acceptance of confined, low-status occupations for women represent an enormous loss of economic and intellectual potential for the individual woman and for society as a whole. This study examines the effects of various background, high school, and socio-psychological factors on the mathematics-related attainment of Hispanic, black, and white women. To estimate the contribution of the factors in explaining the variance in mathematics-related attainment, the following variables are considered in a structural equations model: socioeconomic status; high school experience, composed of the number of high school mathematics and science courses, and curriculum; high school achievement, including a mathematics ability score, high school class rank, and academic self-concept; psychological self-concept; perceived college influence of parents, teachers/counselors, and peers; educational and occupational expectations; mathematics-related college experience; sex-role orientation; and family status. The data are provided by the National Longitudinal Study of the High School Class of 1972 (NLS), a longitudinal nationwide survey which follows the progress of high school students to adulthood. Questionnaires were administered to the subjects in 1972, 1973, 1974, and 1976; the overall response rate was 85%. The sample consists of all women who declared a college major for at least two years between 1972 and 1976 (an average of 146 Hispanic, 543 black, and 2918 white women). Descriptive analyses provide group profiles; path analysis techniques are used to compare the influence each of the variables has within and across the three groups. Results indicate that the model explains 46%, 49%, and 52% of the variance for Hispanics, blacks, and whites, respectively; however, the components of the model operate differently for each group. For Hispanic women, educational expectations exert the greatest influence, followed by mathematics-related experience, high school experience, and significant others' perceived college influence. Mathematics-related experience has the greatest total effect for black women, followed by high school experience, high school achievement, and educational expectations; family status has a significant negative direct effect. Mathematics-related experience is also first for whites women, whereas educational expectations is second, high school achievement is third, and socioeconomic status is fourth: additionally, sex-role orientation has a significant direct effect. It is suggested that intervention programs should be designed to address the varying needs of each group of college-bound women and to increase the level of mathematics so that all women, and thus society, can realize their educational and occupational potential."],"dc:description.degree":["Ph. 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