HIGH SCHOOL CHOICES AND THE GENDER GAP IN STEM.
Women are less likely than men to graduate with a degree in science, technology, engineering, or math (STEM). We use detailed administrative data for a recent cohort of Ontario high school students, combined with data from the province's university admission system, to analyze the sources of this ga...
| Publicado en: | Economic Inquiry Vol. 59; no. 1; pp. 9 - 29 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Jan2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=147223355&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 147223355 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00952583 EIQ jtl: Economic Inquiry issn: 00952583 maglogo: Y pubinfo: dt: Jan2021 vid: 59 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 147223355 10.1111/ecin.12934 ppf: 9 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 869KB tig: atl: HIGH SCHOOL CHOICES AND THE GENDER GAP IN STEM. aug: au: Card, David Payne, A. Abigail affil: Class of 1950 Professor of Economics, UC Berkeley, Berkeley CA, 94720‐3880, USA National Bureau of Economic Research, Cambridge MA., USA Ronald Henderson Professor of Economics, Melbourne Institute: Applied Economic & Social Research, Carlton Victoria, 3010,, Australia Department of Economics, McMaster University, Hamilton Ontario,, Canada su: High schools Gender inequality Curriculum High school students Preparedness sug: subj: High schools Gender inequality Curriculum High school students Elementary and Secondary Schools Preparedness ab: Women are less likely than men to graduate with a degree in science, technology, engineering, or math (STEM). We use detailed administrative data for a recent cohort of Ontario high school students, combined with data from the province's university admission system, to analyze the sources of this gap. We show that entry to STEM programs is mediated through an index of STEM readiness that depends on end‐of‐high school courses in math and science. Most of the gender gap in STEM entry can be traced to differences in the share of college entrants who are STEM‐ready; only a small share is attributable to differences in the choice of major conditional on readiness. We then use high school course data to decompose the gender gap in STEM readiness into two channels: one reflecting the gap in the fraction of high school students with the necessary prerequisites to enter STEM, the other arising from differences in the overall fractions of females and males who enter university. The gender gap in the fraction of males and females with STEM prerequisites is small. The primary driver of the gap in STEM readiness is the low rate of university entry by nonscience‐oriented males. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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