This chapter explores gender disparities in enrollment and persistence in STEM undergraduate education in England. The authors examine the difference in early educational achievement in mathematics and science subjects and students’ plan to study STEM subjects by gender. They also examine women’s odds of studying STEM subjects in England after controlling for academic performance and social class characteristics. The authors also particularly test gendered differences in studying STEM at prestigious Russell Group universities. Finally, the authors highlight factors that policy makers, researchers, instructors, and STEM workforce members should consider to close gender gaps in STEM undergraduate education.
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This chapter explores gender disparities in enrollment and persistence in STEM undergraduate education in England. The authors examine the difference in early educational achievement in mathematics and science subjects and students’ plan to study STEM subjects by gender. They also examine women’s odds of studying STEM subjects in England after controlling for academic performance and social class characteristics. The authors also particularly test gendered differences in studying STEM at prestigious Russell Group universities. Finally, the authors highlight factors that policy makers, researchers, instructors, and STEM workforce members should consider to close gender gaps in STEM undergraduate education.
Physical Description
17 p.
Notes
Abstract: England is among the many nations aspiring to increase highly qualified and diversified human resources in science, technology, engineering, and mathematics (STEM) fields. Gender disparities in enrollment and persistence in STEM undergraduate education in England are replicated internationally. Despite the expansion of higher education in England, women remain underrepresented in STEM subjects. Politicians have voiced their worries over the economy’s overall health and security due to the inadequate number of women in STEM fields in England. While numerous studies have documented gender disparities in STEM subjects in England, there is still a need for better understanding about how to promote gender equity in STEM from early childhood to higher education. In this chapter, we examine the difference in early educational achievement in mathematics and science subjects and students’ plan to study STEM subjects by gender. We also examine women’s odds of studying STEM subjects in England after controlling for academic performance and social class characteristics. We particularly test gendered differences in studying STEM at prestigious Russell Group universities. We analyze data from the British Department of Education’s Longitudinal Study of Young People in England (also known as Next Steps). Finally, we highlight factors that policy makers, researchers, instructors, and STEM workforce members should consider to close gender gaps in STEM undergraduate education.
Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice (1st ed.)., Routledge, 2021
Publication Title:
Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice
Edition:
1st Edition
Page Start:
85
Page End:
101
Pages:
17
Preferred Citation:
Ro, H.K., Fernandez, F., & Ramon, E.J. (2021). Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice (1st ed.). Routledge. https://doi.org/10.4324/9781003053217
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Ro, Hyun; Fernandez, Frank & Alcott, Benjamin.A Comprehensive Approach to Addressing Gender Equity in STEM Subjects at Four-Year Universities in England,
chapter,
July 12, 2021;
(https://digital.library.unt.edu/ark:/67531/metadc1877569/:
accessed May 15, 2024),
University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu;
crediting UNT College of Education.
