Patterns of SAT Scores, Choice of STEM Major, and Gender

Abstract

Using Baccalaureate and Beyond 2001 data, we found that STEM major was associated with an SAT pattern less common among females than males, in which the student’s quantitative score exceeded the verbal score. Verbal ability was negatively associated with STEM major. Implications for career theory and test interpretation are discussed.

• SAT scores
• academic major
• STEM careers
• gender differences

Notes

Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/orPUBLICation of this article.

Additional information

Notes on contributors

Mark L. Davison

Mark L. Davison is the Pearson/American Guidance Service, Inc. and John P. Yackel Professor of Educational Measurement and Assessment, Quantitative Methods in Education track, Department of Educational Psychology, University of Minnesota. His recent research has focused on methods for improving and investigating the reliability, validity, and diagnostic utility of subscores in educational or psychological tests and test batteries.

Gilbert B. Jew

Gilbert B. Jew is currently pursuing his doctorate in the Counseling Psychology Program, Arizona State University. When this research was being conducted, he was an MA student in the Counseling and Student Personnel track, University of Minnesota.

Ernest C. Davenport

Ernest C. Davenport, Jr. is a general methodologist who investigates mathematical artifacts of statistical procedures used in measurement. His substantive research interest is with correlates of academic achievement.