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Explaining the Gender Gap in STEM Attainment: Factors from Primary School to STEM Degree Completion. EdWorkingPaper No. 19-42

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Title: Explaining the Gender Gap in STEM Attainment: Factors from Primary School to STEM Degree Completion. EdWorkingPaper No. 19-42
Language: English
Authors: Katherine A. Key, Tim R. Sass, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2019.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 37
Publication Date: 2019
Sponsoring Agency: Bill and Melinda Gates Foundation
Smith Richardson Foundation
Document Type: Reports - Research
Education Level: Elementary Education
High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: STEM Education, Educational Attainment, Elementary Schools, Time to Degree, Gender Differences, High School Graduates, College Freshmen, STEM Careers, Females, Disproportionate Representation, Learning Trajectories, Mathematics Achievement, Graduation Rate, Intellectual Disciplines, Academic Degrees, Gender Issues, Performance Factors
Geographic Terms: Florida
Abstract: We investigate the determinants of high school completion and college attendance, the likelihood of taking science, technology, engineering or math (STEM) courses in the first year of college and the probability of earning a degree in a STEM field. The focus is on women, who tend to be under-represented in STEM fields. Tracking four cohorts of students throughout Florida, women perform nearly as well as men on math achievement tests through high school and are more likely to finish high school and attend college than males. Among college students, however, women are less likely than are men to take courses in the physical sciences in their first year and are less likely to earn a degree in physics or engineering, even after adjusting for pre-college test scores. Gender matching of students and math/science teachers in middle and high school tends to increase the likelihood that female college freshman will take at least one STEM course. However, conditional on first-year coursework, neither gender matching at the secondary or college levels appears to have any effect on the likelihood of completing a major in a STEM field. For all students, having high school math and physics teachers with a degree in math or physics, respectively, (as opposed to education) is associated with a higher likelihood of taking STEM courses as college freshmen.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED670825
Database: ERIC
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: Bill and Melinda Gates Foundation<br />Smith Richardson Foundation
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: We investigate the determinants of high school completion and college attendance, the likelihood of taking science, technology, engineering or math (STEM) courses in the first year of college and the probability of earning a degree in a STEM field. The focus is on women, who tend to be under-represented in STEM fields. Tracking four cohorts of students throughout Florida, women perform nearly as well as men on math achievement tests through high school and are more likely to finish high school and attend college than males. Among college students, however, women are less likely than are men to take courses in the physical sciences in their first year and are less likely to earn a degree in physics or engineering, even after adjusting for pre-college test scores. Gender matching of students and math/science teachers in middle and high school tends to increase the likelihood that female college freshman will take at least one STEM course. However, conditional on first-year coursework, neither gender matching at the secondary or college levels appears to have any effect on the likelihood of completing a major in a STEM field. For all students, having high school math and physics teachers with a degree in math or physics, respectively, (as opposed to education) is associated with a higher likelihood of taking STEM courses as college freshmen.
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      – Text: English
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      Pagination:
        PageCount: 37
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Time to Degree
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: High School Graduates
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: STEM Careers
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Learning Trajectories
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: Academic Degrees
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      – SubjectFull: Gender Issues
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Florida
        Type: general
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      – TitleFull: Explaining the Gender Gap in STEM Attainment: Factors from Primary School to STEM Degree Completion. EdWorkingPaper No. 19-42
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