The choice of college major at the City University of New York for first time freshmen from the New York City public high school system

This dissertation examines the influence of attending a particular type of New York City public high school on the choice of college major for first-time, full-time freshman for two cohorts, 1999 and 2000, at the senior colleges of the City University of New York.;One of the many ways schools shape the life chances of disadvantaged students is by offering a variety of programs and high schools, such as theme high schools, to encourage academic potential. CUNY provided the data, which included both high school and college level variables: the name of the high school; the race, ethnicity, and gender of the student; the college admissions average and Regents averages; the name of the 4-year college; college grade point average; and major category. There was no information on student socioeconomic status so that high school type is used in lieu of a detailed picture that this factor might provide. High schools were divided into four types: comprehensives, theme high schools, elite exam schools, and large comprehensives that "fed" at least 59 students into the CUNY system. The original 23 majors were grouped into 6 categories. Chi-square tests determined if there were any differences in the distribution of students (Asians, Whites, Blacks, and Hispanics) across high schools, colleges, and majors. ANOVA tests showed differences in the means for the Regents averages and grade point averages.;Results showed that more students (Asian males) from the elite high schools majored in the sciences and technology and business than any other group. Results also showed that all racial-ethnic groups from the elite high schools had higher college grade point averages than students from the other three types of high schools. Whites and Asians had higher college grade point averages than Blacks and Hispanics. Women in all six majors attained higher college grade point averages than men. The dissertation also found that contrary to what one might expect, there was a weak association between the theme high schools and college major.;The dissertation concluded with suggestions for further research and policy implications.