9/18/2023 0 Comments Stem femalesSchooling has a strong influence on the career aspirations of students 3, so addressing gender differences in the workforce requires that we understand how gender affects school achievement. This phenomenon contributes to ‘occupational segregation’, and there are numerous incentives to reduce its prevalence. If the child is a girl, then she is likely to graduate with career aspirations with lower earning potential than a male classmate 2. Simulations of these differences suggest the top 10% of a class contains equal numbers of girls and boys in STEM, but more girls in non-STEM subjects.Ī child entering school has endless answers to the question ‘what do you want to be when you grow up?’ By the end of school, these have narrowed to a set of career aspirations that are consistent with his or her self-concept (the way an individual perceives themselves, and believes they are perceived by others 1). However, the gender differences in both mean and variance of grades are smaller in STEM than non-STEM subjects, suggesting that greater variability is insufficient to explain male over-representation in STEM. In line with previous studies we find strong evidence for lower variation among girls than boys, and of higher average grades for girls. Here, we use recent meta-analytic advances to compare gender differences in academic grades from over 1.6 million students. According to the ‘variability hypothesis’, this over-representation of males is driven by gender differences in variance greater male variability leads to greater numbers of men who exceed the performance threshold. Fewer women than men pursue careers in science, technology, engineering and mathematics (STEM), despite girls outperforming boys at school in the relevant subjects.
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