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Area of Science:

  • Educational Psychology
  • Gender Studies in STEM
  • Sociology of Education

Background:

  • Females are underrepresented in math fields despite outnumbering males in higher education.
  • This underrepresentation in STEM has persisted for decades without improvement.
  • Understanding the drivers of this gender gap is crucial for educational equity.

Purpose of the Study:

  • To analyze gender differences in educational intentions towards math-related fields.
  • To investigate how math performance influences these intentions among boys and girls.
  • To identify the role of ability distribution in the gender gap in STEM aspirations.

Main Methods:

  • Utilized data from the Programme for International Student Assessment (PISA) 2012.
  • Analyzed a large sample of 251,120 15-year-old students across 61 countries.
  • Examined the relationship between math performance and intentions to pursue math-related studies/careers for both genders.

Main Results:

  • A positive linear relationship exists between math performance and the intention to pursue math for both boys and girls.
  • This positive relationship is significantly stronger for boys than for girls.
  • The gender gap in math-related career intentions widens with increasing math performance, being minimal among low performers.

Conclusions:

  • The gender gap in STEM aspirations is not solely due to performance differences but is amplified by how performance relates to intentions.
  • Higher-achieving girls are less likely than higher-achieving boys to intend to pursue math-related fields.
  • Interventions should address factors influencing higher-ability girls' pursuit of STEM careers.