Abstract
Do mathematics ability beliefs explain gender gaps in the physical science, engineering, mathematics, and computer science fields (PEMC) and other science fields? We leverage U.S. nationally representative longitudinal data to estimate gendered differences in girls' and boys' perceptions of mathematics ability with the most difficult or challenging material. Our analyses examine the potentially interacting effects of gender and these ability beliefs on students' pathways to scientific careers. Specifically, we study how beliefs about ability with challenging mathematics influence girls' and boys' choices to pursue PEMC degrees, evaluating educational milestones over a 6-year period: advanced science course completion in secondary school and postsecondary major retention and selection. Our findings indicate even at the same levels of observed ability, girls' mathematics ability beliefs under challenge are markedly lower than those of boys. These beliefs matter over time, potentially tripling girls' chances of majoring in PEMC sciences, over and above biological science fields, all else being equal. Implications and potential interventions are discussed.
Highlights
Over recent decades and across countries, women have been surpassing men in college enrollment and degree attainment, with the exception of a narrow set of persistently male-dominated mathematics-intensive degree fields (Hill et al, 2010; Charles, 2011b; DiPrete and Buchmann, 2013)
Mathematics perceived ability under challenge measures indicate students’ level of agreement with the following statements: “I’m certain I can understand the most difficult material presented in math texts,” “I’m confident I can understand the most complex material presented by my math teacher,” and “I’m certain I can master the skills being taught in my math class,” in the 10th and 12th grades
Perceived ability under challenge was measured in 10th and 12th grades and indicates students’ level of agreement with the following statements: “I’m certain I can understand the most difficult material presented in math texts,” “I’m confident I can understand the most complex material presented by my math teacher,” and “I’m certain I can master the skills being taught in my math class.”
Summary
Over recent decades and across countries, women have been surpassing men in college enrollment and degree attainment, with the exception of a narrow set of persistently male-dominated mathematics-intensive degree fields (Hill et al, 2010; Charles, 2011b; DiPrete and Buchmann, 2013). Women are underrepresented in physical, engineering, mathematics, and computer (PEMC) sciences (Perez-Felkner et al, 2012; Schneider et al, 2015). Sex segregation refers to the tendency of occupations to be held by men or women, and perceived as most appropriate for one or the other. (see Reskin, 1993) in undergraduate majors has two important consequences. Studies show these disparities contribute considerably to the gender pay gap, with notable implications for women and the families they often support (Bobbitt-Zeher, 2007).
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