Abstract
Gender role beliefs (i.e., beliefs about gender-specific responsibilities) predict one’s educational and occupational aspirations and choices (Eccles et al., 1983; Schoon and Parsons, 2002). Focusing on STEM careers, we aim to examine the extent to which traditional work/family related gender role beliefs (TGRB) in adolescence predict within and across gender differences in subsequent educational and STEM occupational attainment in adulthood. Using longitudinal data from the Michigan Study of Adolescent and Adult Life Transitions (N = 744; 58% female), participants’ educational attainment and their occupations were assessed at age 42. Their occupations were then categorized into three categories: traditional STEM-related careers in the physical sciences, mathematics, engineering, and technology (PMET); life sciences (e.g., health sciences, LS); and non-STEM. For females, TGRB at age 16/18 significantly predicted lower educational attainment as well as a lower likelihood to be in PMET-related occupations in comparison to non-STEM occupations – controlling for their own educational attainment. TGRB also predicted a higher likelihood to be in LS-related in comparison to PMET-related occupations. No significant associations were found for males. However, patterns of findings for males were similar to those of females. TGRB also mediated across gender differences in educational and PMET-related occupational attainment. Findings reveal TGRB to be one underlying psychological factor influencing gender disparity in educational and STEM occupational attainment.
Highlights
There has been an increasing number of students aspiring to careers in STEM in the last decade
The long-term impact of traditional gender role beliefs on STEM participation is less understood. We address this gap in research by investigating the long-term association of traditional gender-role beliefs in adolescence with subsequent educational and STEM occupational attainment in adulthood for females and males using a longitudinal dataset spanning over 20 years
There is a lack of studies investigating the associations of traditional gender role beliefs with gendered patterns of STEM-related occupational attainment using a differentiated conceptualization of traditional STEM fields and medical and life sciences. We address these gaps in existing research by examining a developmental model spanning over 20 years investigating the association of traditional work/family related gender role beliefs in adolescence with educational and STEMrelated occupational attainment in adulthood
Summary
There has been an increasing number of students aspiring to careers in STEM (science, technology, engineering, and mathematics) in the last decade. The STEM workforce is increasingly diversifying with respects to gender as female students outnumber male students in some STEM fields, such as biology, medicine, and chemistry (Beede et al, 2011). Females are still underrepresented in engineering, computer science, and physical sciences (Chen and Ho, 2012). One of the relevant underlying beliefs that might be driving gender differences in STEM participation are traditional gender role beliefs. These general beliefs about responsibilities and behaviors deemed
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