Cross‐national differences in participating in tertiary science, technology, engineering and mathematics education
Cross‐national differences in participating in tertiary science, technology, engineering and mathematics education
复制标题
参与高等教育科学、技术、工程和数学教育的跨国差异
DOI：
10.1080/03050060500211708
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发表时间：
2005
影响因子：
3.3
通讯作者：
H. Dekkers
中科院分区：
文献类型：
--
作者：
A. Langen;H. Dekkers
在许多西方国家，目前正在关注学生参与高等科学、技术、工程和数学教育。这是由于国际竞争的经济野心，加上STEM劳动力市场严重短缺，学生对STEM教育的兴趣下降以及女性长期代表性不足。然而，尽管在政策态度和确定的问题方面存在相似之处，但西方国家在选择STEM教育的学生比例和其中包括的女学生比例方面存在很大差异。基于对瑞典、英国、美国和荷兰的深入研究，本文探讨了这些跨国差异的原因。解释的核心在于STEM管道的可访问性，广泛的跨学科研究水平，而不是划分和早期专业化，劳动力市场特征，社会传统和政府政策。
In many western countries attention is currently being given to the participation of students in tertiary Science, Technology, Engineering and Mathematics (STEM) education. This is a result of internationally competing economic ambitions, coupled with acute shortages on the STEM labour market, a declining interest among students for STEM education and a long‐lasting under‐representation of women. However, despite similarities concerning policy attitudes and identified problems, western countries differ considerably from each other concerning the percentages of students that choose STEM education and the proportion of female students included here. Based on an in‐depth study in Sweden, the UK, the US and the Netherlands, this article investigates the reasons for these cross‐national differences. At the heart of the explanations lie the accessibility of the STEM pipeline, the level of broad‐based interdisciplinary studies as opposed to compartmentalization and early specialization, labour market characteristics, social traditions and government policies.