North Carolina enrollment patterns of females in Advanced Placement (STEM) courses

Research has shown that female students seldom participate in mathematics and science courses at the same rate as their male counterparts. Access to and enrollment in Advanced Placement (AP) courses is linked to increased self-esteem among females, enabling and encouraging them to pursue education and professional opportunities in STEM fields. The purpose of this study was to explore gender patterns within enrollment counts in AP STEM courses in North Carolina. The theoretical framework drew from Bandura, Super, Veenstra and Vygotsky. Five years of AP enrollment data on students in grades 9-12 were collected from the North Carolina Windows into Student Education (NCWISE) database, and an analysis of STEM and Non-STEM enrollment was performed. Enrollment counts were collected from both face-to-face and online course delivery options. The research showed that overall, more females than males are taking AP and AP STEM courses. However, the data also revealed that gender differences do exist in the enrollment patterns of some AP STEM courses. Findings also indicated that while expanded opportunity increases enrollment in AP courses overall, including among females, patterns of gender enrollment in STEM courses remain essentially unchanged. The research revealed a cycle of developmental support for learning opportunities leading up to AP STEM courses. Designing educational interventions consistent with this support cycle may increase female participation and female persistence in STEM with designed intervention. Among the recommendations are expanded opportunities for STEM participation, continued collection of STEM participation data by gender and further research in the learning support cycle as it applies to STEM.