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Course enrollment decisions are among the most influential self-regulatory behaviors students exercise in school because these decisions directly affect the opportunities students have to learn new material. A great deal of concern has been expressed lately about math course enrollment decisions in particular. Originally, this concern focused on the underrepresentation of women in advanced math courses. This work began with a report from Lucy Sells that female high school graduates in California had taken substantially fewer math courses than their male peers, and, as a result, were not eligible for over half of the undergrad-