Maximizing gender equality by minimizing course choice options? Effects of obligatory coursework in math on gender differences in STEM.

Autor/inn/en	Hübner, Nicolas; Wille, Eike; Cambria, Jenna; Oschatz, Kerstin; Nagengast, Benjamin; Trautwein, Ulrich
Titel	Maximizing gender equality by minimizing course choice options? Effects of obligatory coursework in math on gender differences in STEM.
Quelle	In: Journal of educational psychology, 109 (2017) 7, S. 993-1009Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000183
Schlagwörter	Selbstkonzept; Geschlechtsspezifischer Unterschied; Bildungsreform; Geschlecht; Gleichheit; Informatikunterricht; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Technikunterricht; Bildungsreform; Begabung; Leistung; Begabung; Geschlecht; Informatikunterricht; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Technikunterricht; Gleichheit; Berufsinteresse; Leistung
Abstract	Examined a German statewide educational reform that required all students to take advanced math courses and the differential effects of the reform on young men and women's math achievement, math self-concept, vocational interests, and field of study at university. Math achievement, math self-concept, and vocational interests are critical predictors of STEM (science, technology, engineering, and mathematics) careers and are closely linked to high school coursework. Young women are less likely to choose advanced math courses in high school, and encouraging young women to enroll in advanced math courses may therefore bring more women into STEM careers. Data for the analyses stem from the study Transformation of the Secondary School System and Academic Careers (TOSCA) and include samples of 4,730 students before the reform (TOSCA 2002) and 4,715 students after the reform (TOSCA 2006). Measures included the advanced mathematics test from the Third International Mathematics and Science Study (TIMSS), the Self-Description Questionnaire III (SDQ III), the Revised General Interest Structure Test (AIST-R), and the International Standard Classification of Occupations (ISCO-88). Multiple regression models were specified and main effects of gender and cohort as well as the effect of the Cohort x Gender interaction on all outcomes were tested. Results showed clear gender differences favoring young men before the reform. However, the reform was associated with different effects for young men and women. Whereas gender differences in math achievement were smaller after the reform, differences between young men and women in math self-concept and realistic and investigative vocational interests were larger after the reform than before. Gender differences in the field of study at university did not differ between before and after the reform. Results suggest that reducing course choice options in high school does not automatically increase gender equality in STEM fields. This study suggests that making it obligatory for young women and men to participate in advanced math courses in upper secondary school can increase their math achievement and realistic (e.g., technical) interests. However, it also seems to have the potential to negatively impact young women's self-perceptions of their math ability. The study illustrates that well-intended educational reforms might not achieve all goals (and in fact might result in unintended side effects) when psychological factors are ignored. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2019/2