Sex Differences in STEM Occupational Expectations of Entering High School Students: Evaluating the Role of Self-Efficacy in Science and Mathematics

• In Event: Student Identity: Relations to Educational Persistence and STEM

Abstract

There has been growing concern that the United States is not educating enough students in science, engineering, technology and math (STEM) to remain competitive in the global economy. Women represent a large proportion of the workforce that is underrepresented in STEM occupations. Educators need to understand why talented female students are shying away from STEM occupations to encourage greater interest in these traditionally male-dominated fields. This paper utilizes data from the nationally-representative High School Longitudinal Study of 2009 (HSLS:09) to analyze gender differences in ninth graders’ likelihood of expecting to hold a STEM occupation, gender differences in math and science self-efficacy, and the effect of math and science self-efficacy on observed gender differences in STEM occupational intent.

Authors

• Laura Burns Fritch, Research Triangle Institute

• Randolph Adrian Ottem, Research Triangle Institute

• Jill Dever, Research Triangle Institute