Attitudes

This study was designed, using a path analytic model, to assess the relative impact of different factors on science concentration decisions made by grade 10 high school students (N=237). Included in the model were selected demographic and socioeconomic factors, academic abilities factors (including logical thinking), indicators of home and school support, attitudes toward science, and students ' science enrollment plans. Results indicate that students (especially females and blacks) tended to avoid advanced and quantitative science courses. Student attitudes toward science were low, especially their motivation and self-confidence in learning science. Though they were higher achievers, females expressed less enjoyment in learning science than males. Males, more than females, stereotyped science as a male domain. Attitudes and past performance appeared to influence course plans for both male