Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes

Marsh, HW; Van Zanden, B; Parker, PD; Guo, J; Conigrave, J; Seaton, M

Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes

Marsh, HW Van Zanden, B Parker, PD Guo, J Conigrave, J Seaton, M

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Publication Type:: Journal Article
Citation:: American Educational Research Journal, 2019, 56 (5), pp. 1629 - 1680
Issue Date:: 2019-10-01

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Field	Value	Language
dc.contributor.author	Marsh, HW	en_US
dc.contributor.author	Van Zanden, B	en_US
dc.contributor.author	Parker, PD	en_US
dc.contributor.author	Guo, J	en_US
dc.contributor.author	Conigrave, J	en_US
dc.contributor.author	Seaton, M	en_US
dc.date.issued	2019-10-01	en_US
dc.identifier.citation	American Educational Research Journal, 2019, 56 (5), pp. 1629 - 1680	en_US
dc.identifier.issn	0002-8312	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138665
dc.description.abstract	© 2019 AERA. We evaluated STEM (science, technology, engineering, and mathematics) coursework selection by women and men (representative longitudinal sample, 10,370 Australians) in senior high school and university, controlling achievement and expectancy-value variables. A near-zero total effect of gender on high school STEM enrollment reflected pathways favoring boys through achievement and expectancy-value variables, but a counteracting direct effect of gender favoring girls. In contrast, subsequent university STEM enrollment favored boys. In both high school and university, enrollments favored girls in life sciences and boys in physical sciences, but at university there was a leaky pipeline in which girls who qualified to pursue physical sciences opted for non-STEM subjects. Qualitative analysis not only supported quantitative results but also highlighted alternative mechanisms of STEM engagement/disengagement, and mostly supported gender similarities rather than differences.	en_US
dc.relation.ispartof	American Educational Research Journal	en_US
dc.relation.isbasedon	10.3102/0002831218824111	en_US
dc.subject.classification	Education	en_US
dc.title	Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	56	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
utslib.copyright.status	closed_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	56	en_US

Abstract:

© 2019 AERA. We evaluated STEM (science, technology, engineering, and mathematics) coursework selection by women and men (representative longitudinal sample, 10,370 Australians) in senior high school and university, controlling achievement and expectancy-value variables. A near-zero total effect of gender on high school STEM enrollment reflected pathways favoring boys through achievement and expectancy-value variables, but a counteracting direct effect of gender favoring girls. In contrast, subsequent university STEM enrollment favored boys. In both high school and university, enrollments favored girls in life sciences and boys in physical sciences, but at university there was a leaky pipeline in which girls who qualified to pursue physical sciences opted for non-STEM subjects. Qualitative analysis not only supported quantitative results but also highlighted alternative mechanisms of STEM engagement/disengagement, and mostly supported gender similarities rather than differences.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/138665