Abstract
The study of college retention and attrition in science and mathematics has focused predominantly on the indexing of students' attributes. Little research has attended to disciplinary environments of teaching and learning or students' understandings of attrition. This article uses quantitative and qualitative data to locate patterns of attrition behaviors and the sense undergraduate women and men make of the event. The conclusion provides a critical analysis of gender orientations to attrition and scientific literacy.
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