Who Studies STEM Subjects at a Level and Degree in England? An Investigation into the Intersections between Students' Family Background, Gender and Ethnicity in Determining Choice

Autor/in	Codiroli Mcmaster, Natasha
Titel	Who Studies STEM Subjects at a Level and Degree in England? An Investigation into the Intersections between Students' Family Background, Gender and Ethnicity in Determining Choice
Quelle	In: British Educational Research Journal, 43 (2017) 3, S.528-553 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3270
Schlagwörter	STEM Education; Foreign Countries; Family Characteristics; Gender Differences; Ethnicity; Student Characteristics; Regression (Statistics); Social Class; Family Financial Resources; Correlation; Educational Background; Socioeconomic Status; Educational Policy; Secondary School Students; Student Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? STEM; Ausland; Geschlechterkonflikt; Ethnizität; Regression; Regressionsanalyse; Social classes; Soziale Klasse; Korrelation; Vorbildung; Socio-economic status; Sozioökonomischer Status; Politics of education; Bildungspolitik; Sekundarschüler; Schülerverhalten
Abstract	The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students' family background, gender and ethnicity. It remains unclear whether the relationship between student characteristics and choice can be explained by academic disparities, and whether students' background, gender and ethnicity interact in determining university subject choices, rather than simply having additive effects. I use data from more than 4000 students in England from "Next Steps" (previously the LSYPE) and logistic regression methods to explore the interacting relationships between student characteristics and subject choice. There are four main findings of this study. Firstly, disparities by students' ethnicity are shown to increase when controlling for prior attainment. Secondly, family background indicators are differentially related to uptake for male and female students, with parents' social class and education larger predictors of choice than financial resources. Thirdly, gender, ethnicity and family background interact in determining choices. Particularly, as socio-economic position increases, young women are more likely to choose STEM over other high-return subjects. Finally, associations between student characteristics and subject choices, including interactions, largely persisted when accounting for A-level choices. Implications for policy and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01