Table 2 Distribution of characteristics within dominant pathways
From: Secondary school mathematics and entrance into the STEM professions: a longitudinal study
Distribution within pathways | Dominant pathways | |||
|---|---|---|---|---|
Pathway #1
| Pathway #3
| Pathway #8
| ||
Gender | Men vs. Women | The number of women is approx. 2.9 times more than men | The number of women is approx. 1.8 times more than men | The number of men is approx. 1.7 times more than women |
Ethnicity | Jews vs. Arabs | There are 2.4 times more Jewish students than Arab students | The number of Arab students is almost twice as large as that of Jewish students | The number of Jewish students is approx. 1.3 times more than Arab students |
Mathematics level | Advanced vs. Standard vs. Elementary | The number of elementary students is approx. 2.5 and 13.5 times more than standard and advanced students, respectively | The number of standard students is approx. 1.6 times more than elementary and advanced students | The number of advanced students is approx. 8.2 and 2.2 times more than elementary and standard students, respectively |
Mathematics success | Excellence vs. Good vs. Intermediate vs. Low/fail | The number of intermediate students is approx. 1.1 times more than good and excellent students, and approx. 2.7 times more than Low/fail students | The number of Low/fail students is approx. 4.1 times less than intermediate, good, and excellent students | The number of excellent students is approx. 1.5, 2.1, and 11.5 times more than good, intermediate, and Low/fail students, respectively |
Science major success | Excellence vs. Good vs. Intermediate vs. Low/fail | Not relevant to this pathway | The number of intermediate students is approx. 1.2, 2.2, and 9 times more than good, excellent, and Low/fail students, respectively | The number of excellent and good students is approx. 1.3 and 16.2 times more than intermediate and Low/fail students, respectively |
