The perceived need for remedial work varies by intended major, sex, and race/ethnicity. (See figure 2-11.) In 1992, students planning to major in engineering or the physical sciences were less likely to express a need for remedial work in math or science than were their peers who planned a biological or social science major. Females intending to study physics expressed more need for remedial work in mathematics and science than did males. Between 30 and 50 percent of minority students across all fields said they needed remedial work in math, and between 20 and 24 percent said they needed remedial work in science.

Part of this lack of confidence in their ability to do college work in math and science relates to students' lack of persistence in these courses throughout high school. A study of coursetaking behavior of high school students conducted between 1987 and 1993 shows that a significant proportion of high school seniors do not enroll in any science or mathematics course. (Click here for footnote 18.) Females, more often than males, are advised that they do not need to take math or science in their senior year. (See appendix table 2-15.) In the senior class of 1993, only 13 percent of the males and 9 percent of the females had taken calculus; only 32 percent of the males and 27 percent of the females had taken physics. (See appendix table 2-16.) Among all students planning a career in mathematics, science, or engineering, fewer than two-thirds had completed a physics course, and only a third had attempted a high school calculus course.

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