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Gender differences in individual variation in academic grades fail to fit expected patterns for STEM
R E O'Dea1,2, M Lagisz3, M D Jennions4
1Evolution and Ecology Research Centre, School of Biological and Environmental Sciences, University of New South Wales, Sydney, 2052, NSW, Australia. rose.eleanor.o.dea@gmail.com.
Nature Communications
|September 27, 2018
Summary
While girls achieve higher grades, greater male variability in academic performance does not fully explain underrepresentation in science, technology, engineering, and mathematics (STEM) careers. Simulations show equal gender representation in top STEM academic performance.
Area of Science:
- Educational Psychology
- Gender Studies
- Sociology of Science
Background:
- Despite girls outperforming boys academically, fewer women pursue Science, Technology, Engineering, and Mathematics (STEM) careers.
- The 'variability hypothesis' posits greater male variance in performance explains male overrepresentation in STEM.
- Existing research indicates gender disparities in academic achievement and career choices.
Purpose of the Study:
- To investigate gender differences in academic grades across STEM and non-STEM subjects.
- To test the 'variability hypothesis' as an explanation for male overrepresentation in STEM.
- To analyze the impact of gender differences in mean and variance on academic performance thresholds.
Main Methods:
- Conducted a meta-analysis of academic grades from over 1.6 million students.
- Compared gender differences in both the mean and variance of grades.
- Utilized simulations to model the implications of observed gender differences on representation in top academic percentiles.
Main Results:
- Confirmed lower grade variation and higher average grades for girls compared to boys.
- Found smaller gender differences in both mean and variance for STEM subjects than non-STEM subjects.
- Simulations indicated equal numbers of boys and girls in the top 10% of STEM academic performance, but more girls in non-STEM.
Conclusions:
- Greater male variability in academic grades is insufficient to explain male overrepresentation in STEM fields.
- Gender differences in academic performance, particularly in variance, are less pronounced in STEM compared to non-STEM subjects.
- The findings challenge the 'variability hypothesis' as the sole driver for gender disparities in STEM participation.
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