Growing the roots of STEM majors. Female math and science high school faculty and the participation of students in STEM.

Autor/inn/en	Bottia, Martha Cecilia; Stearns, Elizabeth; Mickelson, Roslyn Arlin; Moller, Stephanie; Valentino, Lauren
Titel	Growing the roots of STEM majors. Female math and science high school faculty and the participation of students in STEM. Gefälligkeitsübersetzung: Stärkung der Wurzeln der MINT-Fächer. Weibliche Gymnasiallehrer für Mathematik und Naturwissenschaften und die Wahl von MINT-Studienfächern.
Quelle	In: Economics of education review, (2015) 45, S. 14-27Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2015.01.002
Schlagwörter	Sekundarstufe II; Gymnasium; Lehrer; Schüler; Mathematik; Naturwissenschaften; Beruf; Berufswahl; Informationstechnischer Beruf; Technischer Beruf; Studienwahl; Auswirkung; Geschlechterverteilung; Geschlechtsspezifik; Hochschulabsolvent; Männlicher Jugendlicher; Weibliche Jugendliche; USA
Abstract	"The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields is problematic given the economic and social inequities it fosters and the rising global importance of STEM occupations. This paper examines the role of the demographic composition of high school faculty - specifically the proportion of female high school math and science teachers - on college students' decisions to declare and/or major in STEM fields. We analyze longitudinal data from students who spent their academic careers in North Carolina public secondary schools and attended North Carolina public universities. Our results suggest that although the proportion of female math and science teachers at a school has no impact on male students, it has a powerful effect on female students' likelihood of declaring and graduating with a STEM degree, and effects are largest for female students with the highest math skills. The estimates are robust to the inclusion of controls for students' initial ability." (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2016/1