| In South Korea, students who desire to pursue careers in science and technology need to choose the Math/Science (MS) track in high school, as opposed to the Humanities/Social Science (HSS) track. This dissertation investigates some influences that are expected to influence the MS track choice, particularly students' beliefs and feelings about learning math and science. Two questions that guide the research are: (1) Is the MS track choice systematically related to various categories of students' perceptions of self, math and science, and others' support? (2) Is the relationship between these students' perceptions (in Question 1) and track choice different for male and female students?;This dissertation analyzes these research questions through student surveys of 527 first year high school students in Pohang, South Korea using logistic regression models. Interviews with 12 students are also examined to provide comprehensive information on students' beliefs and feelings related to track choice.;Students who have overall positive attitudes toward learning math and science tend to choose the MS track: they believe in their math and science ability; they have a liking of such subjects; and they think such learning is necessary for future careers in science and technology. Parents also influence students' track decision: students who receive parents' encouragement for the MS track choice tend to choose this track despite their lack of confidence and interest in science.;Stereotyped views of the MS track as a male domain also influence students' track decisions, although differently for male and female students. Among female students who are particularly favorable to learning math and science, the ones who strongly disagree with such views are more likely to refrain from choosing the MS track than the ones who disagree less strongly. On the other hand, for male students who have a strong interest in science but not necessarily in math, this stereotypical view actually impels them to choose the MS track. |
