– The results show that the reform increased university enrollment rates for both genders.
-The reform increased students’ willingness to enroll at university for males and females alike. The reform effect of university enrollment can be assessed as meaningful with 1.3 and 1.2 percentage points for females and males, respectively.
– With regard to choosing STEM as college major, the authors find a
robust positive effect of the high school curriculum reform on males.
– While the results for males indicate that the reform made them more like to choose a STEM major on a statistically significant level, this is not true for females.
– A likely mechanism for the gender difference in major choices is the underlying preferences of men and women.
Current Selections
ClearThe effects of a high school curriculum reform on university enrollment and the choice of college major
Identifying Taiwanese Teachers’ Perceived Self-efficacy for Science, Technology, Engineering, and Mathematics (STEM) Knowledge
-Male teachers outperformed female teachers in each dimension
of the survey.
-Teachers’ self-efficacy in synthesized knowledge of STEM had two mediating effects. One was in the relationship between self-efficacy in engineering design and attitudes toward STEM education. The other was in the relationship between self-efficacy in Mathematical Thinking and Attitudes toward STEM education. Displaying higher self-efficacy in Engineering Design or Mathematical Thinking is not sufficient to positively predict their attitudes toward STEM education. It is having teachers with higher self-efficacy in the synthesized knowledge of STEM that matters.
-Taiwan teachers tend to have relatively high self-efficacy in terms of their Mathematical Thinking knowledge.
-Taiwan teachers seem to manifest favorable Attitudes regarding STEM education.
-Twain teachers have relatively low confidence in their Engineering Design knowledge.
– Teachers’ Scientific Inquiry and Technology Use did not relate to their self-efficacy in Synthesized Knowledge of STEM and Attitudes toward STEM education.
– Only when teachers demonstrate higher confidence in combining technology use, engineering design, and mathematical thinking into a single learning topic of science in many ways will they believe in the positive impact of STEM education on students.
– When designing teachers’ professional development, the educational authorities concerned should be very intentional in facilitating teachers’ understanding of concepts and processes that are applied through engineering design and mathematical thinking activities.
The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education
-Girls performed similarly to or better than boys in science in two of every three countries.
-In nearly all countries, more girls appeared capable of college-level STEM study than had enrolled.
-Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. An explanation of this paradox that the authors offer is that “the liberal mores in these cultures, combined with smaller financial costs of foregoing a STEM path, amplify the influence of intraindividual academic strengths. The result would be the differentiation of the academic foci of girls and boys during secondary education and later in college, and across time, increasing sex differences in science as an academic strength and in graduation with STEM degrees.”
-In 97% of the countries, boys’ intraindividual strength in science was (significantly) larger than that of girls.
-In all countries, girls’ intraindividual strength in reading was larger than that of boys, while boys’ intraindividual strength in mathematics was larger than that of girls.
-The gap between boys’ science achievement and girls’ reading achievement relative to their mean academic performance was near universal.
-Boys’ science self-efficacy was higher than that of girls in 58% of the countries.
-Boys expressed a stronger broad interest in science than girls in 76% of the countries
-Boys reported more joy in science than girls in 43% of the countries.
-Countries with lower levels of gender equality had relatively more women among STEM graduates than did more gender-equal countries.
-The sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap.
The "Exceptional" Physics Girl: A Sociological Analysis of Multimethod Data from Young Women Aged 10-16 to Explore Gendered Patterns of Post-16 Participation
This article applies Bourdieusian and Butlerian conceptual lenses to qualitative and quantitative data collected as part of a wider longitudinal study of students’ science and career aspirations age 10-16.
Venus, Mars, and Math: Gender, Societal Affluence, and Eighth Graders' Aspirations for STEM
To assess the relationship between societal affluence and the gender gap in STEM aspirations.
A Path Analysis of Student Interest in STEM, with Specific Reference to Qatari Students
(1) What factors influence students’ interest in STEM fields of study or work? (2) Are there any significant differences in students’ responses with respect to their gender? (3) Are there any significant differences in students’ responses with respect to their grade level?
Cracking the Code: Girls' and Women's Education in Science, Technology, Engineering and Mathematics (STEM)
The report is intended to stimulate debate and inform STEM policies and programmes at global, regional and national levels. Specifically, it aims to: i) document the status of girls’ and women’s participation, learning achievement, and progression in STEM education; ii) ‘crack the code’, i.e., decipher the factors that contribute to girls’ and women’s participation, achievement and progression in STEM education; and, iii) identify interventions that promote girls’ and women’s interest in and engagement with STEM studies.
The Role of School Performance in Narrowing Gender Gaps in the Formation of STEM Aspirations: A Cross-National Study
To determine whether the school context is related to the gender gap in STEM aspirations cross-culturally.
Disadvantage and the ‘Capacity to Aspire' to Medical School
This study was designed to elucidate
why students from backgrounds of
lower socio-economic status (SES) and who
may be first in their family (FIF) to enter
university continue to be under-represented in
medical schools.
STEM Education
Review and discuss current research on STEM education in the United States, drawing on recent research in sociology and related fields.
Does it Matter Who Your Schoolmates Are? An Investigation of the Association between School Composition, School Processes and Mathematics Achievement in the Early Years of Primary Education
(1) What are the effects of school composition with regard to prior math achievement, SES, ethnicity and sex on mathematics achievement at the end of the second grade? (2) Are there differential school composition effects? In other words: are all students affected equally by their school composition or are some specific subgroups more sensitive to their school composition than others? (3) Do certain school processes mediate the association between school composition and mathematics achievement at the end of the second grade?
School Composition and Contextual Effects on Student Outcomes
Examine the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science.
Factors Associated With Mathematics Achievement and Participation in Advanced Mathematics Courses: An Examination of Gender Differences From an International Perspective
This paper reports results of an exploratory study examining factors that might be associated with achievement in mathematics and participation in advanced mathematics courses in Canada, Norway, and the United States of America (USA). These factors, which were not directly related to schooling accounted for large degrees of variability in mathematics achievement scores. Research questions: 1) How are the personal and environmental variables associated with achievement in mathematics for females and males in the three countries? 2) How are the personal and environmental variables associated with participation in advanced mathematics courses for females and males in the three countries?