February 16, 2018
Countries with greater gender equality see a smaller proportion of women taking degrees in science, technology, engineering and mathematics (STEM), a new study by Leeds Beckett University and published in the Psychological Science Journal has found. The research found that countries such as Albania and Algeria have a greater percentage of women amongst their STEM graduates than countries lauded for their high levels of gender equality, such as Finland, Norway or Sweden. The researchers, from Leeds Beckett’s School of Social Sciences and the University of Missouri, believe this might be because countries with less gender equality often have little welfare support, making the choice of a relatively highly-paid STEM career more attractive.
The study also looked at what might motivate girls and boys to choose to study STEM subjects, including overall ability, interest or enjoyment in the subject and whether science subjects were a personal academic strength.
Using data on 475,000 adolescents across 67 countries or regions, the researchers found that while boys’ and girls’ achievement in STEM subjects was broadly similar, science was more likely to be boys’ best subject.
Girls, even when their ability in science equalled or excelled that of boys, were often likely to be better overall in reading comprehension, which relates to higher ability in non-STEM subjects. Girls also tended to register a lower interest in science subjects. These differences were near-universal across all the countries and regions studied.
This could explain some of the gender disparity in STEM participation and the subsequent paradox, according to Leeds Beckett Professor in Psychology Gijsbert Stoet. “The further you get in secondary and then higher education, the more subjects you need to drop until you end with just one. We are inclined to choose what we are best at and also enjoy. This makes sense and matches common school advice. So, even though girls can match boys in terms of how well they do at science and mathematics in school, if those aren’t their best subjects and they are less interested in them, then they’re likely to choose to study something else.”
The researchers also looked at how many girls might be expected to choose further study in STEM based on these criteria. They took the number of girls in each country who had the necessary ability in STEM and for whom it was also their best subject and compared this to the number of women graduating in STEM. They found there was a disparity in all countries, but with the gap once again larger in more gender equal countries.
In the UK, 29 per cent of STEM graduates are female, whereas 48 per cent of UK girls might be expected to take those subjects based on science ability alone. This drops to 39 per cent when both science ability and interest in the subject are taken into account.
Countries with higher gender equality tend also to be welfare states, providing a high level of social security for their citizens.
Professor Stoet said: “STEM careers are generally secure and well-paid but the risks of not following such a path can vary. “In more affluent countries where any choice of career feels relatively safe, women may feel able to make choices based on non-economic factors. Conversely, in countries with fewer economic opportunities, or where employment might be precarious, a well-paid and relatively secure STEM career can be more attractive to women.”
Despite extensive efforts to increase participation of women in STEM, levels have remained broadly stable for decades, but these findings could help target interventions to make them more effective, say the researchers.
“It’s important to take into account that girls are choosing not to study STEM for what they feel are valid reasons, so campaigns that target all girls may be a waste of energy and resources,” said Professor Stoet. If governments want to increase women’s participation in STEM, a more effective strategy might be to target the girls who are clearly being ‘lost’ from the STEM pathway: those for whom science and maths are their best subjects and who enjoy it but still don’t choose it. If we can understand their motivations, then interventions can be designed to help them change their minds.”