Gender Segregation in Higher Education: Effects of Aspirations, Mathematics Achievement, and Income

Abstract

In this article, the authors attempt to answer two questions about the gender distribution of college curricula: (1) To what extent do aggregate mathematicsachievement level, income potential, and aggregate high school aspirations account for the gender segregation of bachelor's degrees? and (2) How did gender segregation change between 1973 and 1983? They find that the mathematicsachievement level and income potential of college curricula exert a powerful influence on gender segregation of bachelor's degrees, but that practically all the influences work through gender-differentiated aspirations in high school. Furthermore, despite evidence of much change over the decade, the nature of the change is symptomatic of deep structural problems underlying continued gender segregation. Women have been successful, to some extent, in moving to curricula with a higher income potential, but men have increased their domination of mathematics-intensive fields. Before much more parity can occur, the social and psychological barriers to women's mathematics achievement must be addressed.