Abstract
In this chapter, the authors note that although progress has been made in reducing gender inequality in postsecondary education, in the US and in other countries, gender gaps persist in the science, technology, engineering, and mathematics (STEM) fields, which are seen to be so important for economic competitiveness. Drawing on the Education Longitudinal Study of 2002, the authors examine the influence of young men and women's secondary school experiences on their subsequent courses of study at college level. In particular, this large-scale study is used to look at the effect of the psychological indicators, such as deep interest or absorption in the subject matter, suggested to be important predictors of persistence in small-scale studies of women specializing in STEM fields at the postsecondary level.
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