Who studies STEM subjects at A level and degree in England? An investigation into the intersections between students’ family background, gender and ethnicity in determining choice
Who studies STEM subjects at A level and degree in England? An investigation into the intersections between students’ family background, gender and ethnicity in determining choice
复制标题
谁在英国学习 A Level 和学位的 STEM 科目？一项关于学生家庭背景、性别和种族在决定选择方面的交叉点的调查
DOI：
--
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
N. Mcmaster
中科院分区：
文献类型：
--
作者：
N. Mcmaster
相对缺乏学习后义务教育STEM(科学、技术、工程)的学生
和数学)科目是一项主要的政策关注。一个特别的问题是
学生的家庭背景、性别和种族。目前尚不清楚这一关系是否
学生的特征和选择之间的差异可以用学业差异来解释，以及
学生的背景、性别和种族在决定大学学科选择时相互影响，
而不是简单的相加效应。我使用了来自英国4000多名学生的数据
“下一步”(以前的LSYPE)和Logistic回归方法，以探索相互作用的关系
学生特点和学科选择之间的关系。这方面的主要发现有四个
学习。首先，学生的种族差异在控制以前的差异时表现出更大的差异
成就。其次，家庭背景指标与男性和
女学生，父母的社会阶层和教育程度比经济状况更能预测她们的选择
资源。第三，性别、种族和家庭背景在决定选择方面相互作用。尤其是，
随着社会经济地位的提高，年轻女性更有可能选择STEM而不是STEM
其他高回报题材。最后，学生特征与学科之间的联系
在考虑A-Level选择时，包括互动在内的选择在很大程度上是持续的。含意
对于政策和未来的研究进行了讨论。
The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering
and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by
students’ family background, gender and ethnicity. It remains unclear whether the relationship
between student characteristics and choice can be explained by academic disparities, and whether
students’ background, gender and ethnicity interact in determining university subject choices,
rather than simply having additive effects. I use data from more than 4000 students in England from
‘Next Steps’ (previously the LSYPE) and logistic regression methods to explore the interacting relationships
between student characteristics and subject choice. There are four main findings of this
study. Firstly, disparities by students’ ethnicity are shown to increase when controlling for prior
attainment. Secondly, family background indicators are differentially related to uptake for male and
female students, with parents’ social class and education larger predictors of choice than financial
resources. Thirdly, gender, ethnicity and family background interact in determining choices. Particularly,
as socio-economic position increases, young women are more likely to choose STEM over
other high-return subjects. Finally, associations between student characteristics and subject
choices, including interactions, largely persisted when accounting for A-level choices. Implications
for policy and future research are discussed.
探索英国大学入学数学参与的社会模式
影响因子：
1.3
作者：
Noyes A
通讯作者：
Noyes A