The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education

Area of Science:

• Social Sciences
• Education
• Gender Studies

Background:

• Underrepresentation of girls and women in Science, Technology, Engineering, and Mathematics (STEM) fields is a persistent global issue.
• Existing research highlights disparities in STEM participation and achievement between genders.

Purpose of the Study:

• To investigate the relationship between national gender equality, academic performance in science and reading, and STEM degree pursuit among adolescents.
• To identify factors influencing the paradoxical trend of increased STEM disparities with higher gender equality.

Main Methods:

• Analysis of an international database of adolescent academic achievement (N = 472,242) across science, mathematics, and reading.
• Statistical examination of sex differences in academic strengths and correlation with STEM degree enrollment and graduation.
• Mediation analysis to explore the impact of life-quality pressures on STEM engagement.

Main Results:

• Girls performed at or above boys' science achievement levels in two-thirds of countries.
• More girls demonstrated capability for college-level STEM study than were enrolled in nearly all countries.
• Sex differences in academic strengths and STEM pursuit increased with national gender equality.
• A universal gap was observed where boys' science achievement exceeded girls' reading achievement relative to their mean performance.
• Life-quality pressures in less gender-equal countries were found to promote girls' engagement with STEM subjects.

Conclusions:

• National gender equality paradoxically correlates with wider gaps in STEM achievement and pursuit between sexes.
• Girls' academic capabilities in STEM often exceed their enrollment, particularly in more gender-equal societies.
• Socioeconomic factors and life-quality pressures appear to influence girls' and women's engagement in STEM fields.