| Linda Bayley
University of California, Los Angeles
Opportunity to learn and science persistence: A multilevel approach
FINAL REPORT:
The purpose of this study is to find out when, how , and which learning opportunities and classroom processes and practices affect science persistence by class, gender, and minority status. The hypothesis explored states that learning opportunities and classroom processes play a significant role in social and academic integration and science persistence. Using theoretical underpinnings from status attainment theory and Tinto's model, as well as a series of non-Tinto measures (learning opportunities and classroom processes and practices), a longitudinal structural equation model will be specified to examine data obtained by the National Educational Longitudinal Survey (NELS:88) in 1988, 1990, and 1992. In an earlier study (Bayley, 1993), significantly different models of persistence were uncovered in college by race, class, and gender, suggesting the development of such patterns in high school.
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