System Dynamics Modeling of the STEM Education and Outreach Career Pipeline

Appel, Daniel; Mansouri, Mo

doi:10.1109/tts.2022.3162318

Cited by 4 publications

(1 citation statement)

References 56 publications

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“…Gender gaps in education not only occur in many forms, but they have been found at all systemic levels. Using Bronfenbrenner's [13,14] terminology, systemic levels include the chronosystem (i.e., environmental changes that occur over the lifespan; see [15,16]), macrosystems (i.e., attitudes and ideologies of the culture; see [17,18]), exosystems (i.e., the extended family and neighborhood, see [19,20]), mesosystems, (i.e., interactions of an individual's micro systems; see [21,22]), and microsystems (i.e., an individual's parents, siblings, peers, and teachers; see [23,24]). Many authors assume that gender gaps at these systemic levels may cause gender gaps at the individual level in interaction with psycho-biological factors [20,25,26].…”

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confidence: 99%

Correspondence Heuristic and Filter-Empowerment Heuristic: Investigating the Reversed Gender Achievement Gap in a Sample of Secondary School Students in Saudi Arabia within the Framework of Educational and Learning Capital

2022

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The reversed gender achievement gap in the Kingdom of Saudi Arabia (KSA) in favor of girls developed in a societal environment that still predominantly favors men. The finding illustrates how equity gaps at higher systemic levels may not translate seamlessly to lower systemic levels. We propose that this lack of correspondence between systemic levels regarding equity gaps can be explained by the fact that more exogenous learning resources (educational capital) selectively reach girls’ actiotopes, enabling them to build more effective endogenous learning resources (learning capital) and, in particular, effective action repertoires. To investigate this assumption, we introduce a filter-empowerment heuristic and contrast it with a simpler correspondence heuristic. We employ the filter-empowerment heuristic and the education and learning capital approach to investigate the reversed gender achievement gap in a sample of secondary school students in the KSA. We test four hypotheses: (a) Girls have higher academic achievement than boys. (b) Girls have more educational capital and (c) more learning capital than boys. (d) Educational and learning capital mediate the relationship between gender and academic achievement. The hypotheses were tested with a sample of 2541 ninth-grade students from 55 KSA schools. The four hypotheses were confirmed and support a filter-empowerment heuristic rather than a correspondence heuristic.

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