Why don’t more girls choose to pursue a science career?
The latest issue of PISA in Focus takes a closer look at this research, which was published last year by Gijsbert Stoet and David Geary. Their paper analyses PISA 2015 data to explore the nature of the gender gap in science, technology, engineering and mathematics (STEM) fields. Girls outperformed boys in science in 19 of the 67 countries and economies that participated in PISA, the paper notes, while boys outperformed girls in 22. (Gender differences were not statistically s
The study by Stoet and Geary (2018) suggests that students may be influenced in their career choices by their understanding of their relative academic strengths as well as their confidence and interest in science. Unlike many high- performing boys, many high-performing girls may not pursue a career in science, even if they are capable of succeeding in it, because they are likely to be top of the class in non-science subjects too. This means that tackling boys’ underperformance in reading may be just as important to ensure greater representation of women in science careers as supporting girls’ performance in and attitudes towards STEM subjects.
The latest issue of PISA in Focus takes a closer look at this research, which was published last year by Gijsbert Stoet and David Geary. Their paper analyses PISA 2015 data to explore the nature of the gender gap in science, technology, engineering and mathematics (STEM) fields. Girls outperformed boys in science in 19 of the 67 countries and economies that participated in PISA, the paper notes, while boys outperformed girls in 22. (Gender differences were not statistically s
The study by Stoet and Geary (2018) suggests that students may be influenced in their career choices by their understanding of their relative academic strengths as well as their confidence and interest in science. Unlike many high- performing boys, many high-performing girls may not pursue a career in science, even if they are capable of succeeding in it, because they are likely to be top of the class in non-science subjects too. This means that tackling boys’ underperformance in reading may be just as important to ensure greater representation of women in science careers as supporting girls’ performance in and attitudes towards STEM subjects.
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