Success and Diversity: The Transition through First-Year Calculus in the University

Abstract

With the current trend away from affirmative action programs, it is increasingly important that universities retain the African American and Latino students that they admit. In 1988 the University of Texas at Austin (UT) established the Emerging Scholars Program (ESP) to challenge high-achieving students to excel in calculus and pursue mathematics, science, or engineering (MSE) majors. The university makes a special effort to recruit African Americans, Latinos, and women, but the ESP is open to any student, regardless of race or ethnicity, who is committed to excel in calculus. We analyze the influence of calculus performance on choosing a mathematics, science, or engineering major by focusing on variations by race, ethnicity, and gender and on the role of students' participation in the ESP. Findings suggest that ESP students earn higher calculus grades than non-ESP students and are more likely to enroll in the second semester of calculus. Also, earning higher calculus grades increases the likelihood that students will choose a major in mathematics, science, or engineering. These findings suggest that to increase the number of students choosing one of these majors, administrators must seek ways to increase students' participation in calculus each semester. In addition, African Americans, Latinos, and women excel in calculus if they receive appropriate academic challenges and support.

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