Aspirations and Application for Graduate Education: Gender Differences in Low-Participation STEM Disciplines

Autor/in	Xu, Yonghong Jade
Titel	Aspirations and Application for Graduate Education: Gender Differences in Low-Participation STEM Disciplines
Quelle	In: Research in Higher Education, 57 (2016) 8, S.913-942 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-016-9411-5
Schlagwörter	Academic Aspiration; College Graduates; STEM Education; Science Interests; Majors (Students); Graduate Study; Gender Differences; Educational Attainment; Females; Disproportionate Representation; Sciences + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; STEM; Aufbaustudium; Graduiertenstudium; Hauptstudium; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Weibliches Geschlecht; Science; Wissenschaft
Abstract	Past research has established educational aspiration as an important factor leading to future planning and academic attainment, but there is a lack of scholarly attention to the role of educational aspiration in the pursuit of graduate education. Using a recent nationally representative sample of college graduates, this study examines educational aspiration of college graduates in STEM majors and focuses on gender-based differences in the pursuit of advanced degrees in order to better understand the factors underlying the underrepresentation of women in their low-participation disciplines. Multinomial logit analysis is conducted to identify the factors that contribute to educational aspirations, graduate school application, and gender-based differences therein. The major findings are that (1) educational aspiration is a strong and important mediator to college graduates' pursuit of continuing education; (2) female students are more sensitive to socio-psychological influences from significant others in developing educational aspirations; (3) given the aspiration for graduate education, women's applications to graduate school is influenced strongly by family and financial factors. Potential policy recommendations are discussed based on the findings of the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01