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Gender gaps in math performance, perceived mathematical ability and college STEM education: the role of parental occupation

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  • Lina Anaya
  • Frank Stafford
  • Gema Zamarro

Abstract

Despite the promising future of employment opportunities in occupations related to Science, Technology, Engineering, and Mathematics (STEM), women remain underrepresented in some STEM occupational fields. We use data from the Panel Study of Income Dynamics to study the role of gender differences in achievement and self-perceived ability in math during childhood, along with parental occupation (science-related versus non-science-related jobs), in the subsequent decision of majoring in science in college. Our findings suggest a loss in STEM enrollment by otherwise qualified young women and highlight the potential importance of parental occupation in STEM in encouraging women's participation in certain STEM fields.

Suggested Citation

  • Lina Anaya & Frank Stafford & Gema Zamarro, 2022. "Gender gaps in math performance, perceived mathematical ability and college STEM education: the role of parental occupation," Education Economics, Taylor & Francis Journals, vol. 30(2), pages 113-128, March.
    • Handle: RePEc:taf:edecon:v:30:y:2022:i:2:p:113-128
    DOI: 10.1080/09645292.2021.1974344
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    Cited by:

    1. Gordon B. Dahl & Dan-Olof Rooth & Anders Stenberg, 2020. "Intergenerational and Sibling Spillovers in High School Majors," NBER Working Papers 27618, National Bureau of Economic Research, Inc.
    2. Dominique Cappelletti & Maria Vittoria Levati & Matteo Ploner, 2022. "Math ability, gender stereotypes about math ability, and educational choices. Combining experimental and survey data," Working Papers 07/2022, University of Verona, Department of Economics.
    3. Granato, Silvia, 2023. "Early Influences and the choice of college major: Can policies reduce the gender gap in scientific curricula (STEM)?," Journal of Policy Modeling, Elsevier, vol. 45(3), pages 494-521.

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