Mathematics Motivation, Achievement, and Gender Inequality in Social Institutions: Unpacking Gender Differences in STEM Career Expectations Across 81 Societies

• In Event: Gender Equity in STEM from a Comparative Education Policy Perspective

Abstract

The persistent underrepresentation of women in STEM fields remains a critical global challenge. Using data from 81 societies, this study examines how mathematics motivation, achievement, and gender inequality impact adolescents’ STEM career expectations. Findings show that male adolescents consistently report higher STEM career expectations than females. Mathematics motivation, including perceived competence and task value, widens the gender gap in favor of males. Academic achievement and relative strengths in mathematics help narrow the gap. In societies with greater gender inequality, mathematics motivation further widens the gap, while achievement has a stronger narrowing effect. These results underscore the need for gender-specific educational interventions and policy reforms to address systemic barriers and foster a more equitable global STEM workforce.

Authors

• Wei Wu, Peking University

• Yanan Zhang, Renmin University of China