The Puzzle of Missing Female Engineers: Academic Preparation, Ability Beliefs, and Preferences

Autor/in	Shi, Ying
Titel	The Puzzle of Missing Female Engineers: Academic Preparation, Ability Beliefs, and Preferences
Quelle	64 (2018), S.129-143 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Females; Engineering; Professional Personnel; Gender Differences; STEM Education; College Preparation; Self Esteem; Preferences; Occupational Aspiration; Twins; Sex Stereotypes; High Schools; Academic Aspiration; High School Students; College Students; College Entrance Examinations; Grade Point Average; North Carolina; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Maschinenbau; Personalbestand; Geschlechterkonflikt; STEM; Self-esteem; Selbstaufmerksamkeit; Berufsneigung; Berufsziel; Twin; Zwilling; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Collegestudent; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This paper uses administrative North Carolina data linked from high school to college and national surveys to characterize the largest contributor to the STEM gender gap: engineering. Disparities are the result of differential entry during high school or earlier rather than postsecondary exit. Differences in pre-college academic preparation account for 5 to 7% of the gap. Females' relative lack of academic self-confidence explains 8%, while other-regarding preferences and professional goals capture a further 14%. Empirical evidence using identifying variation in the gender composition of twins in North Carolina shows that opposite-sex pairs are more likely to pursue gender-stereotypical majors. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01