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Table 3 Descriptive statistics for students’ math/science-related characteristics: mean, standard deviations, and effect sizes

From: Perceived abilities or academic interests? Longitudinal high school science and mathematics effects on postsecondary STEM outcomes by gender and race

Variables

White male

White female

Latina/o/x male

Latina/o/x female

Black male

Black female

Asian male

Asian female

Multi/Other male

Multi/Other female

 

N = 3040

N = 3600

N = 650

N = 860

N = 430

N = 560

N = 510

N = 580

N = 420

N = 550

Perceived ability

 Perceived Math Ability

3.0 (.57)

2.9* (.62)

3.0 (.56)

2.8* (.61)

3.0 (.59)

3.0* (.59)

3.3* (.47)

3.1 (.60)

3.0 (.64)

2.9* (.59)

 (Effect size)

 

0.23

0.01

0.36

0.10

0.10

-0.43

-0.09

0.05

0.33

 Perceived Sci ability

2.9 (.55)

2.8* (.56)

2.8* (.56)

2.7* (.52)

2.8* (.55)

2.7* (.53)

3.0* (.50)

2.9 (.61)

2.9* (.63)

2.9 (.56)

 (Effect size)

 

0.30

0.25

0.45

0.16

0.43

− 0.18

− 0.01

0.11

0.08

Academic interests

 Math interests

2.9 (.68)

2.9 (.64)

3.0* (.61)

2.9 (.68)

2.9* (.66)

3.0* (.67)

3.1* (.64)

3.0* (.65)

2.8 (.71)

2.7* (.85)

 (Effect size)

 

− 0.03

− 0.21

− 0.06

− 0.12

− 0.26

− 0.35

− 0.24

0.09

0.19

 Science interests

2.9 (.73)

2.9 (.68)

2.9 (.67)

2.9 (.68)

3.0* (.69)

2.8 (.72)

3.1* (.65)

3.1* (.69)

2.8 (.82)

2.7* (.83)

 (Effect size)

 

0.02

− 0.02

0.03

− 0.11

0.09

− 0.31

− 0.24

0.07

0.21

Experiences with teachers

 Math class teacher

3.1 (.54)

3.1 (.54)

3.2 (.51)

3.1 (.55)

3.1 (.65)

3.3* (.48)

3.3* (.49)

3.2* (.47)

3.0* (.57)

3.2 (.50)

 (Effect size)

 

0.01

0.06

0.03

0.03

− 0.26

− 0.25

− 0.20

0.25

− 0.08

 Science class teacher

3.1 (.57)

3.1 (.54)

3.1 (.62)

3.1* (.55)

3.1 (.55)

3.0* (.60)

3.3* (.60)

3.2* (.48)

3.0* (.60)

3.0* (0.58)

 (Effect size)

 

0.04

0.00

0.10

− 0.04

0.13

− 0.25

− 0.14

0.15

0.23

  1. Standard deviations are in parentheses. Effect sizes were calculated as mean differences between two groups, using Hedges’ g (reference = White male). An asterisk means the given mean is statistically significantly different at the 0.05 level. The survey weight (w4w1stup1) was applied to account for nonresponse, to enhance external validity, and multiply imputed data are used. To comply with NCES restricted-data regulations, means were rounded to the nearest tenth decimal, and sample Ns were rounded to the nearest ten. When comparing subgroup means, some significantly different means may appear identical because of rounding
  2. Source: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS: 09), Base Year, Student Survey, 2009