High Performing Peers and Female STEM Choices in School

Abstract

Women have historically been underrepresented in STEM jobs. This paper uses administrative data from China to examine the extent to which the presence of high-performing peers in mathematics affects the likelihood that women choose a science track during high school. Results indicate that having a higher proportion of high-performing females increases STEM major choices by girls, while more high-performing males may decrease this likelihood. There is little evidence of peer effects for boys. Our results suggest that girls doing well in quantitative fields may have a role model or affirmation effect that encourages their female classmates to pursue a science track.JEL Classification: I21, I24, I26, J24

Organizational and contextual support in the interest in STEM careers. Gender differences.

“…For example, schools can offer practical challenges that improve students' competencies in these disciplines, so that they feel attracted to this group of professions, either through a positive relationship with their teachers, the development of projects or role models that allow them to generate a clear expectation about these disciplines. Particularly in women, it has been proven (Mouganie & Wang, 2017) that require these role models to generate expectation and interest.…”