How Do Academic Achievement and Gender Affect the Earnings of STEM Majors? A Propensity Score Matching Approach

Olitsky, Neal H.

doi:10.1007/s11162-013-9310-y

Cited by 46 publications

(27 citation statements)

References 65 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In regards to career opportunities, although STEM careers present a potential pathway to high-paying, in-demand jobs in the United States (U.S. Bureau of Labor Statistics 2014), students are not garnering the appropriate skills to be competitive in an increasingly scientific labor market (Tyson et el., 2007;U.S. Department of Education, 2010) or to reap the financial benefits of securing STEM jobs (Beede et al, 2011;Melguizo & Wolniak, 2012;Olitsky, 2013).…”

Section: Friends and Family: A Literature Review On How High School Smentioning

confidence: 99%

Friends and family: A literature review on how high school social groups influence advanced math and science coursetaking

Gottfried

Owens

Williams

et al. 2017

EPAA

View full text Add to dashboard Cite

In this study, we synthesized the literature on how informal contexts, namely friends and family social groups, shape high school students’ likelihood of pursuing advanced math and science coursework. Extending scholarly understandings of STEM education, we turned to the body of literature with three guiding questions: (1) What influence do friends have on advanced math and science coursetaking? (2) What influence does family, particularly parents, have on advanced math and science coursetaking? (3) Do the effects vary by gender among each social group? By synthesizing existing literature on the influence of family and friends on advanced math and science coursetaking in high school, we find that both friends and families can influence the number of advanced math and science courses students complete, but the amount of advanced coursework students complete also varies based on the gender of the individual student, the gender of his/her friends, as well as by mother or father. Implications and limitations are discussed.

show abstract

Section: Friends and Family: A Literature Review On How High School Smentioning

confidence: 99%

Friends and family: A literature review on how high school social groups influence advanced math and science coursetaking

Gottfried

Owens

Williams

et al. 2017

EPAA

View full text Add to dashboard Cite

show abstract

“…And of those 74 studies, only a few were conducted on participants under 5 years of age. Since the publication of their review, some studies have shown a sex difference in mental rotation in infants as young as 3 months of age (Moore & Johnson, 2008Quinn & Liben, 2008, 2014. But others have not (Hespos & Rochat, 1997;Rochat & Hespos, 1996), suggesting that the sex difference is inconsistent early in life.…”

mentioning

confidence: 99%

“…Unfortunately, women are underrepresented in STEM fields despite an increase in the overall number of women attending college and graduate school (Ceci, Williams, & Barnett, 2009). When women do work in a STEM field, they tend earn less than their male peers (Olitsky, 2014). The gender gap in STEM achievement is a complex issue with multiple causes and effects.…”

mentioning

confidence: 99%

Training effects and sex difference in preschoolers’ spatial reasoning ability

Joh

2016

Developmental Psychobiology

View full text Add to dashboard Cite

This study examined sex difference in spatial reasoning, a type of spatial cognition necessary for everyday activities. An aggregated data set was composed of data from 273 3- to 4-year olds who participated in 12 different studies using variants of the same spatial reasoning task. This data set was used to investigate whether and how sex difference is related to learning opportunities through training. The results showed that boys outperform girls in general, but this sex difference was influenced by training. When children received additional training, boys showed improved spatial reasoning ability compared to girls. But when children did not receive additional training, there was no sex difference. The type and amount of training did not influence the sex difference in this data set. These findings add to our understanding of how sex difference in spatial cognition emerges in early development.

show abstract

“…For example, within large organisations, male MBA graduates attain higher levels of employment and of remuneration than females with equivalent MBA qualifications (Mallon & Cohen, 2001;Reynolds, Burge, Robbins, Boyd, & Harris, 2007;Still & Souter, 2005). Further in the USA high-achieving women in STEM majors tend to receive lower returns than equivalent males (Olitsky, 2014). Gender discrimination has been reported in other knowledge occupations such as engineering (Giles, Ski, & Vrdoljak, 2009).…”

Section: Gendermentioning

confidence: 98%

“…Much has been written about matching personality to occupation (Carless, 1999;Holland, 1973;Olitsky, 2014). Two participants who were successfully employed in degree-related engineering positions changed to broadfields which they saw as more people-oriented (e.g., medicine), to reduce the emotional and social isolation they found in engineering.…”

Section: Limited Availability Of Secure Employment the Qualitative Rmentioning

confidence: 99%

Lifelong career mobility and change options in knowledge occupations: career pathway implications of initial degree choices

Eggins¹

View full text Add to dashboard Cite

Because of the social, personal and financial benefits of paid work activities, occupational choices, and lifelong career options warrant careful consideration. Rapid social, technological and organisational change is theorised to produce changes in the world of work where future, or 'new careers' will be characterised by high levels of mobility; and the demand for knowledge workers (with a university qualification) in a 'knowledge economy' with be high. Paradoxically there is some agreement that the level of mobility varies between levels of occupations, and is inversely related to education level, so that mobility would be lowest in knowledge occupations. However, from inadequate definitional precision, the type of workforce mobility referred to in these predictions and observations is unclear. In the 'new careers', individuals are increasingly seen to have the freedom and opportunity to construct and manage their own careers lifelong by adding skills and knowledge to an existing set, changing sets, or changing mode of practice, for example to self-employment, or relocating. However knowledge occupations tend to be bounded by mandatory qualifications and other controls, which could make the option of mobility by changing skills and knowledge sets at level, costly in time and money. Factors such as age and gender have also been found to affect choices of field of study and employability on graduation.Information about the level and nature of future mobility options is important for individuals contemplating high initial investments of time and money in their education for labour market entry and lifelong career development. The populist current and future mobility discourse propagated politically and in the media, has the potential to misinform university aspirants about the type and level of their lifelong career pathway options, and warrants clarification.The present study examined the current situation regarding skills and knowledge-set adjustments and changes in knowledge occupations by Australian university graduates, by focusing on skillsand-knowledge-based mobility and change among knowledge occupations. Fields of qualifications, rather than self-reported names of occupations were used as more accurate indicators of actual skills and knowledge sets. The fields of past and recent qualifications of individuals who had undertaken further credentialing were compared to determine the extent to which people with qualifications in a particular field actually chose further study in a different field, as an indication of future occupational intent and of perceived change options. This research also explored the motivations for studying a different skills and knowledge-set, and the influence of demographic, contextual and social factors. A mixed method design was employed and undertaken in two phases. Phase 1, a quantitative study, sourced the Australian Graduate Survey responses as a large secondary data base iii from which patterns of change between educational fields were examined together with their as...

show abstract

How Do Academic Achievement and Gender Affect the Earnings of STEM Majors? A Propensity Score Matching Approach

Cited by 46 publications

References 65 publications

Friends and family: A literature review on how high school social groups influence advanced math and science coursetaking

Friends and family: A literature review on how high school social groups influence advanced math and science coursetaking

Training effects and sex difference in preschoolers’ spatial reasoning ability

Lifelong career mobility and change options in knowledge occupations: career pathway implications of initial degree choices

Contact Info

Product

Resources

About