Gendered pathways in science: A fuzzy-set analysis of high science–achieving students’ career expectations

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 3
  In Roundtable Session: Becoming Scientists: Pathways of Identity, Interest, and Belonging

Abstract

To address the global need to nurture future scientific expertise, this study explores pathways to science-related career expectations among high science–achieving students. Using data from 172 Hong Kong students in PISA 2015, it employs fuzzy-set qualitative comparative analysis to identify the interplay of personal, environmental, and behavioral factors. The analysis reveals gendered pathways: teacher support is a core condition across all five configurations for males, while for females, four configurations involve core factors like science self-efficacy, interest, teacher support, and informal or inquiry-based experiences. The effects of these factors depend on their interactions. Absence of some conditions may still lead to outcomes if compensated by others. Findings underscore the complex dynamics involved and suggest tailoring gender-specific educational strategies.

Authors

• Shaohui Chi, East China Normal University

• Zuhao Wang, East China Normal University