Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion

Autor/inn/en	Weeden, Kim A.; Gelbgiser, Dafna; Morgan, Stephen L.
Titel	Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion
Quelle	In: Sociology of Education, 93 (2020) 4, S.297-314 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weeden, Kim A.) ORCID (Gelbgiser, Dafna) ORCID (Morgan, Stephen L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040720928484
Schlagwörter	Gender Differences; STEM Education; Majors (Students); Academic Persistence; Graduation; Undergraduate Students; Intellectual Disciplines; High School Students; Achievement Gap; Mathematics Skills; Occupational Aspiration; Correlation; Academic Achievement; Family Work Relationship; Course Selection (Students); Predictor Variables; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; STEM; Abschluss; Graduierung; Geisteswissenschaften; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Berufsneigung; Berufsziel; Korrelation; Schulleistung; Course selection; Kurswahl; Prädiktor
Abstract	In the United States, women are more likely than men to enter and complete college, but they remain underrepresented among baccalaureates in science-related majors. We show that in a cohort of college entrants who graduated from high school in 2004, men were more than twice as likely as women to complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields, including premed fields, and more likely to persist in STEM/biomed after entering these majors by sophomore year. Conversely, women were more than twice as likely as men to earn baccalaureates in a health field, although persistence in health was low for both genders. We show that gender gaps in high school academic achievement, self-assessed math ability, and family-work orientation are only weakly associated with gender gaps in STEM completion and persistence. Gender differences in occupational plans, by contrast, are strongly associated with gender gaps in STEM outcomes, even in models that assume plans are endogenous to academic achievement, self-assessed math ability, and family-work orientation. These results can inform efforts to mitigate gender gaps in STEM attainment. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01