Growing the roots of STEM majors: Female math and science high school faculty and the participation of students in STEM
Growing the roots of STEM majors: Female math and science high school faculty and the participation of students in STEM
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DOI：
10.1016/j.econedurev.2015.01.002
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发表时间：
2015-04-01
影响因子：
2.2
通讯作者：
Valentino, Lauren
中科院分区：
文献类型：
--
作者：
Botta, Martha Cecilia;Stearns, Elizabeth;Valentino, Lauren
女性在科学、技术、工程和数学（STEM）领域的代表性不足是一个问题，因为它助长了经济和社会不平等，而且STEM职业在全球的重要性不断上升。本文探讨了高中教师的人口构成的作用，特别是女性高中数学和科学教师的比例，对大学生的决定，宣布和/或主要在STEM领域。我们分析了在北卡罗来纳州公立中学和北卡罗来纳州公立大学度过学术生涯的学生的纵向数据。我们的研究结果表明，尽管学校中女性数学和科学教师的比例对男生没有影响，但它对女生宣布并毕业于STEM学位的可能性有很大的影响，并且对数学技能最高的女生影响最大。这些估计对于包含对学生初始能力的控制来说是稳健的。(C)2015爱思唯尔有限公司版权所有。
The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields is problematic given the economic and social inequities it fosters and the rising global importance of STEM occupations. This paper examines the role of the demographic composition of high school faculty-specifically the proportion of female high school math and science teachers-on college students' decisions to declare and/or major in STEM fields. We analyze longitudinal data from students who spent their academic careers in North Carolina public secondary schools and attended North Carolina public universities. Our results suggest that although the proportion of female math and science teachers at a school has no impact on male students, it has a powerful effect on female students' likelihood of declaring and graduating with a STEM degree, and effects are largest for female students with the highest math skills. The estimates are robust to the inclusion of controls for students' initial ability. (C) 2015 Elsevier Ltd. All rights reserved.