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Table 1. Percentage distribution of 2003–2004 high school seniors, by intended STEM and non-STEM major upon beginning postsecondary study and selected student and family characteristics: 2006

  STEM major   Non-STEM major      
Characteristic Total   mathematics   Biological/ life sciences     Engineering/
technologies/
technicians
  Computer and information sciences     Total   Social/
behavioral science
  Humanities   Business   Education   Health sciences   Other Non-STEM   Don't
know/
Undecided
 
Total 15.8   4.9   0.7     6.7   3.5     77.5   16.2   8.7   15.0   7.5   17.6 12.6   6.6
                                                         
Sex                                                        
Female 8.0   4.8   0.7     1.2   1.3     85.3   17.2   9.1   12.2   10.6   25.2 11.0   6.8
Male 25.0   5.1   0.9     13.0   6.1     68.5   14.9   8.1   18.4   4.0   8.7 14.5   6.5
                                                         
Race/ethnicity1                                                        
White, non-Hispanic 15.7   4.7   0.9     6.9   3.2     77.4   15.5   9.7   15.5   8.5   15.5 12.7   6.9
Black, non-Hispanic 16.9   4.6   #     7.3   5.0     78.9   18.2   5.1   15.2   5.7   23.6 11.1   4.2
Hispanic 12.8   4.4       4.8   3.2     79.3   18.8   6.2   12.6   7.2   19.3 15.2   7.9
Asian, non-Hispanic 23.1   9.5       8.3   4.9     69.3   10.7   7.3   18.2   1.6   23.4   8.1   7.6  
All other races, non-Hispanic 15.8   5.4       5.6   3.0 !   78.9   16.5   11.2   12.2   6.0   19.8   13.2   5.3
                                                         
Family socio-economic status                                                        
Lowest quartile 13.5   3.8   0.7 !   4.6   4.4     80.7   15.3   4.8   13.7   7.1   25.2 14.7   5.8
Second quartile 14.4   3.8   0.8 !   5.8   4.0     78.9   15.4   6.8   13.6   8.6   19.8 14.6   6.7
Third quartile 14.8   4.8   0.6 !   6.2   3.2     78.1   17.5   9.3   14.8   7.8   15.1 13.7   7.1
Highest quartile 19.0   6.4   1.0     8.7   2.9     74.3   15.8   11.4   16.9   6.8   14.1 9.2   6.7  
                                                         
Native language2                                                        
English 15.9   4.9   0.8     6.6   3.5     77.6   16.3   8.9   15.1   7.8   17.0 12.5   6.6
Non-English 15.8   4.9       7.0   3.6     76.9   14.7   6.7   14.7   5.6   21.7 13.5   7.3
                                                         
Mathematics acheievement quartile                                                        
Lowest quartile 8.8   1.8   0.8 !   2.7   3.6     85.1   18.8   6.3   12.4   7.7   21.6 18.4   6.1
Second quartile 10.5   2.9   0.7 !   3.5   3.3     82.1   17.6   6.7   14.0   8.0   21.1 14.7   7.5  
Third quartile 13.8   5.1   0.5 !   5.3   2.9     78.8   16.0   8.6   16.0   8.8   16.5   12.8   7.4  
Highest quartile 25.3   8.0   1.0     12.3   4.1     69.1   13.6   11.4   16.4   6.0   13.8   7.9   5.6  
                                                         
# Rounds to zero.
! Interpret data with caution. Estimate is unstable because the coefficient of variation (CV) for this estimate is 30 percent or greater (i.e., the standard error represents 30 percent or more of the estimate).
‡ Reporting standards are not met. The coefficient of variation (CV) for this estimate is 50 percent or greater (i.e., the standard error represents 50 percent or more of the estimate).
1 Black, non-Hispanic includes African American. Hispanic includes Latino. All other races, non-Hispanic includes American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, and Two or more races..
2 The first language the student learned to speak.
NOTE: Totals are weighted by F2QWT and other estimates are weighted by F2F1WT. The flag variable G12COHRT was used to produce data that are based on 2003-2004 high school seniors interviewed in both 2004 and 2006. Details may not sum to totals due to rounding.
SOURCE: U.S. Department of Education, National Center for Education Statistics, "Education Longitudinal Study of 2002 (ELS: 2002) Second Follow-up, 2006."


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