Working Paper: NBER ID: w23525
Authors: Shulamit Kahn; Donna Ginther
Abstract: Researchers from economics, sociology, psychology, and other disciplines have studied the persistent under-representation of women in science, technology, engineering, and mathematics (STEM). This chapter summarizes this research. We argue that women’s under-representation is concentrated in the math-intensive science fields of geosciences, engineering, economics, math/computer science and physical science. Our analysis concentrates on the environmental factors that influence ability, preferences, and the rewards for those choices. We examine how gendered stereotypes, culture, role models, competition, risk aversion, and interests contribute to gender STEM gap, starting at childhood, solidifying by middle school, and affecting women and men as they progress through school, higher education, and into the labor market. Our results are consistent with preferences and psychological explanations for the under-representation of women in math-intensive STEM fields.
Keywords: No keywords provided
JEL Codes: I24; J16; J24; J3
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| gendered stereotypes (J16) | lower self-assessment and interest in STEM (I24) |
| family expectations (D14) | children's attitudes toward math and science (I24) |
| mothers' beliefs about daughters' abilities (J16) | girls' performance and interest in math (D29) |
| high-pressure situations (H12) | lower performance and engagement in STEM (I24) |