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Gender Differences in Tertiary Education: What Explains STEM Participation? CEP Discussion Paper No. 1721

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Title: Gender Differences in Tertiary Education: What Explains STEM Participation? CEP Discussion Paper No. 1721
Language: English
Authors: McNally, Sandra, London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Source: Centre for Economic Performance. 2020.
Availability: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Peer Reviewed: N
Page Count: 38
Publication Date: 2020
Sponsoring Agency: European Commission (Belgium)
Document Type: Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Gender Differences, Higher Education, Postsecondary Education, STEM Education, Females, Disproportionate Representation, Womens Education, Occupations, Wages, College Readiness, Self Esteem, Self Efficacy, Competition, Individual Characteristics, Preferences, Expectation, Context Effect, Peer Influence, Teacher Influence, Role Models, Curriculum, Cultural Influences
ISSN: 2042-2695
Abstract: The share of women achieving tertiary education has increased rapidly over time and now exceeds that of men in most OECD countries. However, women are severely under-represented in maths-intensive science fields, which are generally referred to as STEM (science, technology, engineering, and maths). The under-representation of women in these subject areas has received a great deal of attention. This is because these fields are seen to be especially important for productivity and economic growth and are associated with occupations that have higher earnings. Subject of degree is an important part of the explanation for the gender wage gap. The aim of this paper is to review evidence on explanations for the STEM gap in tertiary education. This starts with statistics about background context and evidence on how well-prepared male and female students may be for studying STEM at a later stage. I then discuss what the literature has to say about the role of personal attributes: namely confidence, self-efficacy and competitiveness and the role of preferences and expectations. I go on to discuss features of the educational context thought to be important for influencing attributes and preferences (or mediating their effects): peers; teachers; role models; and curriculum. I then briefly discuss broader cultural influences. I use the literature reviewed to discuss policy implications.
Abstractor: As Provided
Entry Date: 2021
Accession Number: ED610573
Database: ERIC
FullText Text:
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  Data: Gender Differences in Tertiary Education: What Explains STEM Participation? CEP Discussion Paper No. 1721
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  Data: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
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  Data: The share of women achieving tertiary education has increased rapidly over time and now exceeds that of men in most OECD countries. However, women are severely under-represented in maths-intensive science fields, which are generally referred to as STEM (science, technology, engineering, and maths). The under-representation of women in these subject areas has received a great deal of attention. This is because these fields are seen to be especially important for productivity and economic growth and are associated with occupations that have higher earnings. Subject of degree is an important part of the explanation for the gender wage gap. The aim of this paper is to review evidence on explanations for the STEM gap in tertiary education. This starts with statistics about background context and evidence on how well-prepared male and female students may be for studying STEM at a later stage. I then discuss what the literature has to say about the role of personal attributes: namely confidence, self-efficacy and competitiveness and the role of preferences and expectations. I go on to discuss features of the educational context thought to be important for influencing attributes and preferences (or mediating their effects): peers; teachers; role models; and curriculum. I then briefly discuss broader cultural influences. I use the literature reviewed to discuss policy implications.
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  Data: ED610573
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 38
    Subjects:
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Womens Education
        Type: general
      – SubjectFull: Occupations
        Type: general
      – SubjectFull: Wages
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Competition
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Peer Influence
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: Role Models
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
    Titles:
      – TitleFull: Gender Differences in Tertiary Education: What Explains STEM Participation? CEP Discussion Paper No. 1721
        Type: main
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            NameFull: McNally, Sandra
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              M: 10
              Type: published
              Y: 2020
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              Value: 2042-2695
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