Gender-Math Stereotype, Self-Assessment, and Aspiration in Science and Engineering: Gender Gap Among Early Adolescents in China

• In Event: 523 - Section on Sociology of Education Refereed Roundtable Session and Business Meeting
  In Refereed Roundtable 60min: Table 06. Gender Gaps: Session I

Abstract

While the gender gap in the overall educational attainment has reduced or even disappeared in many countries during the past few decades, the underrepresentation of women in science and engineering related disciplines still persists, implying an aspect of gender inequality in education and the labor market. A paradox emerges when we examine math performances and science/engineering aspiration of adolescents at the same time: we are facing with the puzzle of the persistence of low aspiration for science/engineering careers among females in spite of a closing gap in math achievements. This study explores this puzzle from the angle of gender-math stereotypes by examining the impact of different sources and levels of stereotypes on students’ self-assessment in their math competence and aspiration in science/engineering.

Previous studies highly concentrate on the U.S. contexts and other western countries. However, the presence, extent and effect of stereotypes may vary across cultural and social contexts. Using national representative survey data from China, this paper finds a significant gender gap in self-assessment in math competence after controlling for the actual performance feedbacks. Most importantly, gender-math stereotypes from parents, classmates, schoolmates, and students themselves are found to be influencing students’ self-assessment in math competence in different ways. Furthermore, self-assessment in math competence is found to have significant impacts on students’ career paths to science and engineering. This paper sheds light upon the impacts and mechanisms of gender stereotypes and provides important insights to education policies.

Author

• Ran Liu, University of Pennsylvania