School Context and the Gender Gap in Math Achievement, Self-Efficacy, and STEM Majors

• In Event: Hilton Roundtable Session 6
  In Roundtable Session: Exploring the Policy, Political, and Social Contexts of Achievement Gaps

Abstract

Despite women’s advantage in higher education attainment, the gender gap in STEM degrees persists. Building on recent research on the role of high school environment on shaping students’ decision of college majors (Legewie & DiPrete, 2014), this study examines whether and the degree to which a particular high school context—the offering of Math and Science Fairs/workshops/competitions (MSF)—shapes the gender gap in math achievement, self-efficacy, and plans to major in college. Drawing on data from the High School Longitudinal Study of 2009, results from analyses using propensity score matching techniques show that MSF was not significantly related to the gender gap in math achievement, self-efficacy, and college major plans in the matched samples.

Author

• HyoJung Jang, The Pennsylvania State University - University Park