Cross-national differences in participating in tertiary science, technology, engineering and mathematics education Dr. Annemarie van Langen ITS, Radboud.

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Cross-national differences in participating in tertiary science, technology, engineering and mathematics education Dr. Annemarie van Langen ITS, Radboud University Nijmegen The Netherlands

Percentages of tertiary type A qualifications awarded to females in Science Technology, Engineering and Mathematics (STEM) fields of study in 2001 Engineering, manufacturing & construction Physical sciencesMathematics & statistics Computing Austria Belgium Czech Republic Denmark Finland France Germany Hungary Ireland Italy Netherlands Poland Spain Sweden United Kingdom United States (Source: OECD, upon request. Available EU-countries plus United States)

Three conclusions: 1. Large under-representation of women in STEM fields of study 2. Considerable cross-national differences as well 3. Extremely low means for the Netherlands

Two recent studies on this theme: 1.Qualitative in-depth study in Sweden, the UK, the US and the Netherlands 2.Quantitative study using PISA data

Study 1. In-depth study in Sweden, the UK, the US and the Netherlands Research question: What social context characteristics in these countries influence the choosing of STEM degree course in general and female student choice in particular? Research method: Interviews with five or six experts from each country; analysis of reports and policy documents

Results 1. Similarities Despite cross-national differences, in all 4 countries the general and female choice of STEM studies is regarded as highly problematic Similar explanations mentioned in all countries: - Low quality of STEM education and shortage of teachers - STEM jobs are demanding and lack sufficient rewards and opportunities - STEM is stereotyped as difficult, inaccessible and for males These similar explanations cannot explain cross-national differences

Results 1. Similarities in initiatives to enhance STEM participation In STEM education (a.o.): curricula/textbook reforms, inviting STEM companies into schools/universities, new multi-disciplinary degree courses, mentor and tutor systems Out-of-school activities (a.o.): popular science television programmes/magazines, science and technical centres, summer camps and competitions On the labour market: experimenting with flexible working conditions, family friendly personnel policies

Results 2. Explanations for cross-national differences in general choice of STEM - Number of ‘entry’ points in the STEM educational pipeline - Study costs in relation to drop-out risk - Broad-based interdisciplinary studies as opposed to compartmentalization and early specialization

Results 3. Explanations for cross-national differences in the female choice of STEM -Female participation in the labour market & provisions for child care and parental leave -Government policy and social traditions with regard to gender equity

Research questions: -Is there a relation between the size of the gender achievement gaps in secondary education and female STEM participation in tertiary education? -Are the observed gender achievement gaps associated with particular characteristics of the countries? Research method: Multilevel analyses on PISA200 data: mathematics test scores from 15-year old pupils in more than 40 countries Study 2. Quantitative study using PISA data

Results 1.Gender achievement gaps across countries -In almost every country, girls lag behind boys in mathematics achievement, but the size of this gender achievement gap varies widely among countries -The size of a country’s gender gap in mathematics achievement is unrelated to the country’s level of general mathematics achievement

Results : reading; X: science; ▲: mathematics Country 1= Peru, 30= Iceland, 37= New Zealand, 42=the Netherlands

Results 2. The relation between a country’s gender gap in mathematics achievement and national female STEM participation The larger the mathematics delay of girls in relation to boys, the lower the country’s female tertiary STEM participation: R=.44

Results 3. Explanations of varying gender achievement gaps across countries -The more differentiated the country’s secondary education system, the larger the mathematics delays of girls relative to boys (The index of the degree of integration/differentiation for the national educational systems was created with 9 indicators from the PISA data)

More information: Annemarie van Langen