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National education systems and gender gaps in STEM occupational expectations

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  • Han, Seong Won

Abstract

This study examines associations between features of national education systems and the gender gap in STEM-related occupational expectations across 49 countries. Using data from the Program for International Student Assessment (PISA), the study finds no association between uniformity of curricula at the national level (standardization) and the gender gap in STEM occupational expectations; in contrast, the availability of more school types at the secondary level (stratification) is associated with a larger gender gap in STEM occupational expectations. In addition, this positive association between stratified systems and the gender gap in STEM occupational expectations is stronger for top-performers than for low-performers.

Suggested Citation

  • Han, Seong Won, 2016. "National education systems and gender gaps in STEM occupational expectations," International Journal of Educational Development, Elsevier, vol. 49(C), pages 175-187.
    • Handle: RePEc:eee:injoed:v:49:y:2016:i:c:p:175-187
    DOI: 10.1016/j.ijedudev.2016.03.004
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    References listed on IDEAS

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    1. Allmendinger, Jutta, 1989. "Career mobility dynamics: a comparative analysis of the United States, Norway, and West Germany," EconStor Books, ZBW - Leibniz Information Centre for Economics, volume 49, number 122874, July.
    2. Peter Elias, 1997. "Occupational Classification (ISCO-88): Concepts, Methods, Reliability, Validity and Cross-National Comparability," OECD Labour Market and Social Policy Occasional Papers 20, OECD Publishing.
    3. Joanna Sikora & Artur Pokropek, 2011. "Gendered Career Expectations of Students: Perspectives from PISA 2006," OECD Education Working Papers 57, OECD Publishing.
    4. Yu Xie & Kimberlee A. Shauman, 1997. "Modeling the Sex-Typing of Occupational Choice," Sociological Methods & Research, , vol. 26(2), pages 233-261, November.
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    Cited by:

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    2. Jack, Brady Michael & Lin, Huann-shyang, 2018. "Warning! Increases in interest without enjoyment may not be trend predictive of genuine interest in learning science," International Journal of Educational Development, Elsevier, vol. 62(C), pages 136-147.

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