Differentiating between Women in Hard and Soft Science and Engineering Disciplines

Abstract

The intent of this study was to investigate characteristics that differentiate between women in soft (social, psychological, and life sciences) and hard (engineering, mathematics, computer science, physical science) science and engineering disciplines. Using the Beginning Postsecondary Students Longitudinal Study: 1996–2001(2002), a descriptive discriminant analysis was performed using a set of variables known to influence educational attainment. Results indicated that women who went into the hard science and engineering fields primarily had higher SAT math scores and, to a lesser degree, had higher high school mathematics grades, higher first-year cumulative grade point average, more contact with faculty, tended to live off campus, were enrolled in public 4-year institutions, and received less parental support.

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