Locating and Understanding the Largest Gender Differences in Pathways to Science Degrees

Autor/inn/en	Witherspoon, Eben B.; Schunn, Christian D.
Titel	Locating and Understanding the Largest Gender Differences in Pathways to Science Degrees
Quelle	In: Science Education, 104 (2020) 2, S.144-163 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Witherspoon, Eben B.) ORCID (Schunn, Christian D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21557
Schlagwörter	Gender Differences; Educational Attainment; Bachelors Degrees; Undergraduate Students; College Science; Research Universities; Intention; Career Choice; Majors (Students); Academic Ability; Science Achievement; Graduation Rate; Science Careers; Health Occupations; Barriers + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; 'Bachelor''s degrees'; Bachelor-Studiengang; Forschungseinrichtung; Gesundheitsberuf
Abstract	While gender parity has been achieved in overall science degree earning, large gaps still exist within many science disciplines. Further, studies addressing gender inequity in science often ignore a large source of undergraduate science degree earners: those who enroll in science courses intending to pursue careers in health or medicine. This study examines pathways toward or away from science degrees in N = 4,345 men and women enrolled in early science courses at a large undergraduate research university. Importantly, to understand shifts in students' academic intentions and how pathways to science may be differential by gender, this study analyzed students' incoming major and career intentions, estimates of incoming academic abilities, and relative performance in science and various non-science courses. Results show that while men and women initially intending to pursue a science major graduate with science degrees in equal numbers, the plurality of science degree earners are students entering college intending health or medical careers. Further, from those subgroups, a significantly larger proportion of men end up in science, while a significantly larger proportion of women end up outside of STEM completely. Understanding disciplinary differences in gender barriers to science participation can help inform interventions that specifically target those populations. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01