The net effect of ability tilt in gendered STEM-related choices

Sadowski, Ireneusz; Zawistowska, Alicja

doi:10.1016/j.intell.2020.101439

Cited by 6 publications

(4 citation statements)

References 22 publications

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“…This finding contradicts Breda and Napp’s ( 4 ) main result but is consistent with prior evidence (refs. 2 , 3 , and 6 – 9 in Table 1 ). Several factors may contribute to differences in the estimated effect sizes.…”

Section: Discussionmentioning

confidence: 99%

Girls’ comparative advantage in language arts explains little of the gender gap in math-related fields: A replication and extension

Wan,

Lauermann,

Bailey

et al. 2023

Proc. Natl. Acad. Sci. U.S.A.

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Women remain underrepresented in most math-intensive fields. [Breda and Napp, Proc. Natl. Acad. Sci. U.S.A. 116 , 15435 (2019)] reported that girls’ comparative advantage in reading over math (i.e., the intraindividual differences between girls’ reading vs. math performance, compared to such differences for boys) could explain up to 80% of the gender gap in students’ intentions to pursue math-intensive studies and careers, in conflict with findings from previous research. We conducted a conceptual replication and expanded upon Breda and Napp’s study by using new global data (PISA2018, N = 466,165) and a recent US nationally representative longitudinal study (High School Longitudinal Study of 2009, N = 6,560). We coded students’ intended majors and careers and their actual college majors. The difference between a student’s math vs. reading performance explained only small proportions of the gender gap in students’ intentions to pursue math-intensive fields (0.4 to 10.2%) and in their enrollment in math-intensive college majors (12.3%). Consistent with previous studies, our findings suggest girls’ comparative advantage in reading explains a minority of the gender gap in math-related majors and occupational intentions and choices. Potential reasons for differences in the estimated effect sizes include differences in the operationalization of math-related choices, the operationalization of math and reading performance, and possibly the timing of measuring intentions and choices. Therefore, it seems premature to conclude that girls’ comparative advantage in reading, rather than the cumulative effects of other structural and/or psychological factors, can largely explain the persistent gender gap in math-intensive educational and career choices.

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Section: Discussionmentioning

confidence: 99%

Girls’ comparative advantage in language arts explains little of the gender gap in math-related fields: A replication and extension

Wan,

Lauermann,

Bailey

et al. 2023

Proc. Natl. Acad. Sci. U.S.A.

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show abstract

“…Studies have revealed differences in skill patterns between men and women, where women are perceived to have stronger verbal skills than math skills, and vice versa in men [9]. This seems to be correlated with women's preference for majors and occupations.…”

Section: B Gender In Stemmentioning

confidence: 99%

“…Gender inequality in the STEM fields can occur since the beginning of a person learning in school. For example, when enrolling in STEM majors, most require math results as standard for exams, ability level alone cannot explain the gender gap that arises in the "screening" [9]. Studies conducted by Jiang state that in particular, women are over-represented in STEM majors that involve less intensive mathematics, and graduates from less math-intensive STEM majors are more likely to fit in and take up non-STEM jobs [2].…”

Section: B Gender In Stemmentioning

confidence: 99%

See 1 more Smart Citation

Gender Inequalities in STEM Careers in Developed and Developing Countries

Gunawan¹,

Mulyadi²,

Kustiawan³

2022

Proceedings of the 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021)

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Gender inequalities in careers has been an issue for a long time in many parts of the world. Even in the country with the best rates of gender equality in the world, gender inequalities persist across many professions. One of the career fields where there is a lot of gender inequality is science, technology, engineering, and mathematics (STEM), which in this field is still dominated by men. This study aims to discuss gender inequalities that occur in STEM careers in developing and developed countries. The method used is a systematic literature review using a number of relevant articles from various journals. After the screening process, a number of articles obtained were studied further. As a result, many women experience gender gaps or biases in STEM careers. These gaps occur mainly in developing countries, although the results are not very significant. The gaps are felt especially in women who already have children, because their productivity is considered to decrease when they become a mother. In addition to the difficulty of women to get promotions, inequality also occurs in the provision of wages, where women sometimes get lower wages than men.

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Hidden in Plain Sight: The Inconsistent Gender Gaps in STEM and Leadership

Eagly

2021

Psychological Inquiry

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The net effect of ability tilt in gendered STEM-related choices

Cited by 6 publications

References 22 publications

Girls’ comparative advantage in language arts explains little of the gender gap in math-related fields: A replication and extension

Girls’ comparative advantage in language arts explains little of the gender gap in math-related fields: A replication and extension

Gender Inequalities in STEM Careers in Developed and Developing Countries

Hidden in Plain Sight: The Inconsistent Gender Gaps in STEM and Leadership

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