Introduction Large efforts have been made to develop curriculum in grades K-12 and undergraduate education to enhance science literacy and understanding in hopes of creating future scientists. Knowledge, attitudes, and perceptions of science greatly impact students’ decisions to pursue a science related field career (Allum, Sturgis, Tabourazi, & Brunton-Smith, 2008). Women in STEM While past research showed greater numbers of males in the STEM fields as compared to females, Kokkelenberg and Sinha (2010) recently report that there is equal representation between males and females in most STEM fields, with the exception of engineering. Furthermore, once they have declared a major in a STEM field, women have been found to be as persistent and successful as men (Ma, 2011). Having a female role model (Griffith, 2010) and a higher female STEM enrollment (Young, Rudman, Buettner, & McLean, 2013) increases the likelihood or women pursuing a STEM degree and staying in the field. Hispanics in STEM National calls have been made by influential organizations to remedy the underrepresentation of Hispanics in the STEM fields. Though there have been increasing numbers of Hispanic undergraduate students in STEM majors in recent years, Hispanic students continue to be less likely than others to transition from high school to college, to stay in college, and persist in STEM majors, especially past the baccalaureate and into doctoral degrees (Crisp & Nora, 2012; Escontrias, 2012). Familial factors, academic engagement, and self-concept affect Hispanic enrollment and success in a STEM field (e.g., Stokes, Levine, & Flessa 2014; Melguizo & Wolniak, 2012). Improving Hispanic educational outcomes, including in STEM fields, is critical both to improve outcomes for Hispanic populations and because breakthroughs in STEM are often the products of skilled, motivated, and diverse approaches to problem-solving. Purpose The purpose of this study was to examine relationships among variables in the GSS science module by gender and ethnicity (Hispanic/non-Hispanic) to gain an understanding of women and Hispanics in science careers. References and Acknowledgements Smith, T. W., Hout, M., & Marsden, P. V. General Social Survey, [Cumulative File]. ICPSR34802-v1. Storrs, CT: Roper Center for Public Opinion Research, University of Connecticut /Ann Arbor, MI: Inter- university Consortium for Political and Social Research [distributors], doi: /ICPSR34802.v1 Photo Credit: NASA, ESA, T. Megeath (University of Toledo) & M. Robberto (STScI); See Results A total of 487 participants graduated after the year 1985; median age was 40 years (M=40.81, SD=11.13), 56.67% were females. The mean income was $35,909 (SD=$33,272, range=$245 to $155,139), and the median income was $29,950. No differences were found between the ratings of family income at 16 between Hispanics and Non-Hispanics. Figure 1 (Degree Area) displays the percent of graduates across majors. Figure 2 (Types of Degrees) displays the percent of graduates with either a science or non-science degree. Methodology Participants and Procedures The General Social Survey (GSS) is a nationally representative survey conducted by NORC, a research center at the University of Chicago, and is funded by the National Science Foundation (Smith, Hout, & Marsden, 2012). A total of 1,974 interviews were completed in two phases between March and September of 2012, but only college graduates from 1985 to 2012 were examined in this study. Addresses were chosen randomly from sampling units based on the 2010 Census. One adult was randomly selected from the current inhabitants. Professional interviewers were paid to conduct each session, and most participants also received payment. Sessions lasted 90 minutes on average. The survey has a high response rate ; over 70% of those contacted participated. Additional information can be found at the GSS website: (For critique, see: Fisher, 2009; Lameck, 2013). Measures Degree Areas: Responses were coded based on the NSF major classifications (National Science Board, 2012). Science areas included Biological and Agricultural Sciences, Computer Sciences, Mathematics, Physical Science, Social Science, and Engineering. Non-science areas included Education, Health, Humanities, and Professional Fields. Parental Education: Participants were asked the highest degree that mother and father obtained on the following scale: (1) limited high school, (2) high school, (3) junior college, (4) bachelor, and (5) graduate. Income Level: Participants rated their family income at age 16 using a scale from (1) far below average to (5) far above average (M=3.08, SD=1.484). Interest: Questions about the participant’s interest in new scientific discoveries, economic issues, technologies, medical discoveries, environmental issues, and space exploration were rated on a scale from (1) very interested to (3) not at all interested. Factual Knowledge: Scores for 8 true and false questions about scientific facts, e.g., ‘All radioactivity is man-made.’ Happiness for Career Choice: Participants also were asked if they had ever considered and to indicate their level of happiness about a son and a daughter pursuing a career in science. Identifying Science Fields: Participants were asked how scientific the fields of farming, journalism, firefighting, marriage counseling, medical treatment, architecture, law enforcement, engineering, salesmanship, computer programming, and financial counseling were on a scale of (1) very scientific to (5) not scientific at all. Sarah E. Stegall, B.S.  Luis Correa  Erika Esquivel, B.S.  Daniela Kuri, B.A.  Amy A. Weimer, Ph.D Department of Psychology The University of Texas-Pan American 2012 General Social Survey: Science-Related Degree Obtainment among Women and Hispanics The University of Texas-Pan American Discussion Results could indicate that current efforts to increase the number of Hispanics and women obtaining science-related degrees have been effective; however, given the small sample size of Hispanic respondents, further research is needed to substantiate these findings. Additional factors also should be examined in future research, including how role models, student population characteristics, post- graduation experiences and career obtainment, quality and quantity of student graduation rates, cultural and regional differences, and education system differences affect degree attainment. These projections have enormous implications for the trajectory of the country’s future (potential) scientists. For additional information, contact Sarah Stegall at To download this poster with references, scan the QR code or visit: Due to the limited number of Hispanic participants, no further analyses were conducted by ethnicity. All subsequent analyses examine gender differences. Overall, science knowledge total scores were similar amongst males and females. Additionally, males’ and females’ happiness for a son and a daughter’s career choice in science/engineering did not significantly differ. Males indicated more interest in economical issues (t(233)=-3.63, p<.001), technologies (t(233)=-2.93, p=.04), and space exploration (t(233)=- 2.36, p=.019) when compared to females, but no other significant differences were found on remaining fields of interest. Males were more likely than females to rate law enforcement scientifically, t(121)=- 2.08, p=.04. Figure 3 (Field Ratings) provides a visual comparison of mean ratings among groups.