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

2. 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 17 20 30 23 19 24 21 28 26 28 12 24 29 28 19 21 27 35 38 35 45 38 28 37 48 42 26 65 51 43 40 38 41 46 45 39 43 44 22 49 63 27 75 55 36 40 45 11 16 7 19 34 19 12 21 39 27 14 23 40 25 29 (Source: OECD, upon request. Available EU-countries plus United States)

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

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

13. 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

14. 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)

15. More information: Annemarie van Langen a.v.langen@its.ru.nl