cross-national differences in participating in tertiary science, technology, engineering and...
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Cross-national differences in participating in tertiary science,
technology, engineering and mathematics education
Dr. Annemarie van Langen
ITS, Radboud University Nijmegen
The Netherlands
Percentages of tertiary type A qualifications awarded to females in Science Technology, Engineering and Mathematics (STEM) fields of study in 2001
Engineering, manufacturing &
construction
Physical sciences Mathematics& statistics
Computing
AustriaBelgiumCzech RepublicDenmarkFinlandFranceGermanyHungaryIrelandItalyNetherlandsPolandSpainSwedenUnited KingdomUnited States
17203023192421282628122429281921
27353835453828374842266551434038
41464645394344224963277555364045
11167
19341912213927142323402529
(Source: OECD, upon request. Available EU-countries plus United States)
Three conclusions:
1. Large under-representation of women in STEM fields of study
2. Considerable cross-national differences as well
3. Extremely low means for the Netherlands
Two recent studies on this theme:
1. Qualitative in-depth study in Sweden, the UK,the US and the Netherlands
2. Quantitative study using PISA data
Study 1. In-depth study in Sweden,the UK, the US and the Netherlands
Research question:What social context characteristics in these countries influence the choosing of STEM degree course in general and female student choice in particular?
Research method: Interviews with five or six experts from each country; analysis of reports and policy documents
Results
1. Similarities Despite cross-national differences, in all 4 countries the general and female choice of STEM studies is regarded as highly problematic
Similar explanations mentioned in all countries:- Low quality of STEM education and shortage of teachers- STEM jobs are demanding and lack sufficient rewards and opportunities- STEM is stereotyped as difficult, inaccessible and for males
These similar explanations cannot explain cross-national differences
Results
1. Similarities in initiatives to enhance STEM participation
• In STEM education (a.o.): curricula/textbook reforms, inviting STEM companies into schools/universities, new multi-disciplinary degree courses, mentor and tutor systems
• Out-of-school activities (a.o.): popular science television programmes/magazines, science and technical centres, summer camps and competitions
• On the labour market: experimenting with flexible working conditions, family friendly personnel policies
Results
2. Explanations for cross-national differences in general choice of STEM
- Number of ‘entry’ points in the STEM educational pipeline
- Study costs in relation to drop-out risk
- Broad-based interdisciplinary studies as opposed tocompartmentalization and early specialization
Results
3. Explanations for cross-national differences in the female choice of STEM
- Female participation in the labour market & provisions for childcare and parental leave
- Government policy and social traditions with regard to genderequity
Research questions:- Is there a relation between the size of the gender
achievement gaps in secondary education and female STEM participation in tertiary education?
- Are the observed gender achievement gaps associated with particular characteristics of the countries?
Research method:Multilevel analyses on PISA200 data: mathematics test scores from 15-year old pupils in more than 40 countries
Study 2. Quantitative study usingPISA data
Results
1. Gender achievement gaps across countries
- In almost every country, girls lag behind boys inmathematics achievement, but the size of this genderachievement gap varies widely among countries
- The size of a country’s gender gap in mathematicsachievement is unrelated to the country’s level of
generalmathematics achievement
Results
: reading; X: science; ▲: mathematicsCountry 1= Peru, 30= Iceland, 37= New Zealand, 42=the Netherlands
Results
2. The relation between a country’s gender gap in mathematics achievement and national female STEM participation
The larger the mathematics delay of girls in relation to boys, the lower the country’s female tertiary STEM participation: R=.44
Results
3. Explanations of varying gender achievement gaps across countries
- The more differentiated the country’s secondary
education system, the larger the mathematics delays of girls relative to boys
(The index of the degree of integration/differentiation for the national educational systems was created with 9 indicators from the PISA data)
