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Gender differences in science, technology, engineering and maths uptake and attainment in post‐16 education

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  • Emily McDool
  • Damon Morris

Abstract

The underrepresentation of women in Science, Technology, Engineering and Maths (STEM) occupations is a world‐wide phenomenon. The UK is simultaneously encountering a shortage of STEM skills. While gender imbalances in STEM study in higher education and A‐level study are widely documented, gender imbalances are apparent in vocational post‐16 education, though the existence and causes of these imbalances have received little attention. This paper uses administrative data to explore the extent of gender imbalances in STEM qualifications attempted and achieved in vocational post‐16 education routes. Gender differentials in the uptake of vocational STEM qualifications are much starker than they are in A‐levels and the roles of ability, socio‐economic status and school characteristics in explaining gender differentials differ with the education route taken, though their power in explaining these gaps is limited.

Suggested Citation

  • Emily McDool & Damon Morris, 2022. "Gender differences in science, technology, engineering and maths uptake and attainment in post‐16 education," Manchester School, University of Manchester, vol. 90(5), pages 473-499, September.
    • Handle: RePEc:bla:manchs:v:90:y:2022:i:5:p:473-499
    DOI: 10.1111/manc.12403
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    References listed on IDEAS

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