Abstract
This study uses data from the 1995-96 Graduate Experience Project to explore differences among, and possible predictors of, academic self-confidence, academic self-efficacy, and outcome expectations of entering graduate students in science and engineering. The results suggest that at time of entry, women and U.S. minority graduate students entered with similar academic credentials and academic expectations as their Anglo male peers. Further, gender was not found to be a significant factor in predicting academic self-confidence, academic self-efficacy, or careerrelated outcome expectations. Rather, student perceptions of academic preparedness, status-related disadvantages, and expectations about faculty/student interactions emerged as significant predictors of academic self-efficacy and career-related outcome expectations.
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