Young children's career aspirations: Gender differences,STEM ambitions,and expected skill use

This study examines young children's career aspirations, gender differences in those aspirations, and children's perceptions of the amount of math and science used in careers. We asked 1634 students in first to third grades what job they wanted in the future and how much they thought they would use math or science in it. Career aspirations were sorted into 27 career categories, of which 12 showed significant gender differences. Notably, boys were more likely to indicate military, manual labor, and math/computer science careers, and girls were more likely to indicate stay at home parent, education, and animal care careers. Students aspiring to science, technology, engineering, and mathematics (STEM) careers thought they would use science, but not math, more than non-STEM-aspiring students did. School counseling interventions focused on specific STEM subfields, and education highlighting links between school subjects and careers requirements may benefit students and reduce gender inequality in STEM fields.     

HIGH SCHOOL CHOICES AND THE GENDER GAP IN STEM

Women are less likely than men to graduate with a degree in science, technology, engineering, or math (STEM). We use detailed administrative data for a recent cohort of Ontario high school students, combined with data from the province's university admission system, to analyze the sources of this gap. We show that entry to STEM programs is mediated through an index of STEM readiness that depends on end‐of‐high school courses in math and science. Most of the gender gap in STEM entry can be traced to differences in the share of college entrants who are STEM‐ready; only a small share is attributable to differences in the choice of major conditional on readiness. We then use high school course data to decompose the gender gap in STEM readiness into two channels: one reflecting the gap in the fraction of high school students with the necessary prerequisites to enter STEM, the other arising from differences in the overall fractions of females and males who enter university. The gender gap in the fraction of males and females with STEM prerequisites is small. The primary driver of the gap in STEM readiness is the low rate of university entry by nonscience‐oriented males. (JEL I21, 28, I20)     

Heterosexuals' attitudes toward lesbians and gay men: Correlates and gender differences

This paper discusses the basis for differences among heterosexuals in their reactions to gay people, with special emphasis on the issue of gender differences. Three studies conducted with students at six different universities revealed a consistent tendency for heterosexual males to express more hostile attitudes than heterosexual females, especially toward gay men. The same social psychological variables appear to underlie both males’ and females’ attitudes toward both gay men and lesbians: religiosity, adherence to traditional ideologies of family and gender, perception of friends’ agreement with one's own attitudes, and past interactions with lesbians and gay men. The role of these variables in shaping attitudes is discussed and areas for future research are proposed. Construction and validation of the Attitudes Toward Lesbians and Gay Men (ATLG) scale are also described.     

Conflict and Compatibility? Developmental Idealism and Gendered Differences in Marital Choice

Developmental idealism (DI) theory suggests that individuals who endorse DI schemas about marriage are more likely to choose their own spouses and do so for love. Such DI schemas conflict with South Asian gender schemas about marriage for women, but not for men. In turn, such conflict and compatibility may create gender differences in incorporating DI into expectations and experiences of marital choice and love in South Asia. Connections between endorsing DI as an abstract model of the world and using DI as a concrete guide for marriage may also differ by gender. Using survey data from Nepal, the author finds that men are more likely than women to expect to choose their own spouse and do so for love. Their parents' expectations show the same gender differences. Men are also more likely to choose their own spouses in practice. Connections between abstract and concrete DI are not stronger among men though.     

Gender differences in tournament and flat-wage schemes: An experimental study

We present a new experiment that explores gender differences in both performance and compensation choices. While most of the previous studies have focused on tournament vs. piece-rate schemes, the originality of our study consists in examining the gender gap in the context of a flat wage scheme. Our data indicate that females exert a significantly higher effort than men in fixed payment schemes. We find however no gender difference in performance under the tournament scheme, due to a combination of two effects. On the one hand, men more significantly increase their effort when switching from a flat wage to a tournament scheme. On the other hand, when switching from the flat wage to a tournament scheme, women have less margin to increase performance since their effort was already relatively high with a flat wage. We also find that females are more likely than males to choose a flat-wage scheme than a tournament. This gap however narrows dramatically when feedback on previous experience is provided.     

Family Factors Associated With Sixth‐Grade Adolescents' Math and Science Career Interests

This study tested a causal model, based on social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994, 2000), of math and science career interests among 6th‐grade adolescents (N = 318). Consistent with SCCT, it was found that career gender‐typing, mother's and father's support for pursuing math and science careers, as well as the structure of the family itself (2‐parent intact vs. single parent) predicted young adolescents' math self‐efficacy; career gender‐typing and mother's support predicted math outcome expectations; and math self‐efficacy and outcome expectations predicted math and science career interests. Counselor recommendations based on these findings are included.     

女大学生性别角色的发展趋势——基于跨十年的调查比较分析

当代女大学生是未来女性人才的特殊群体,作为社会女性发展的代表力量,其性别角色的发展及性别角色意识表现被看成社会发展进步的一个风向标。通过调查发现,当代女大学生性别角色呈现出以下发展趋势:双性化性别角色类型成为当代女大学生性别角色发展的主要趋势;不同年级之间、来自城市与农村之间的女大学生的性别角色类型分布存在显著差异。应该通过重视双性化人格的培养,引导其正确看待性别角色倾向,帮助其塑造自身性别角色形象等方式促进女大学生性别角色发展与人格完善。     

Child,Mother, Father,and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.     

Gender Gaps in Educational Outcomes Among Children of New Migrants: The Role of Social Integration from a Comparative Perspective

This article reviews current research on gender gaps in educational outcomes among children of new migrants (first, 1.5, and second generations) from a comparative cross‐national perspective. The article examines potential explanations for why gendered differences in educational outcomes among immigrants (vis‐à‐vis non‐migrants) continue to occur, focusing on individual, schooling, and institutional factors. For example, while gender gaps in expectations and aspirations as well as some cognitive outcomes are increasing (reading ability is considerably higher among females) and shrinking in specific subjects (e.g. math and science ability is slightly higher among boys), that process often has been less explored within and across immigrant vis‐à‐vis non‐immigrant students. We show that in some countries, gender gaps among disadvantaged ethnic minorities (in relation to other groups) continue to persist and are exacerbated by institutional factors. These disadvantages vary not only across different educational systems and at different rates over time but also are based on students' social background. Overall, we argue that these educational inequalities are key to understanding not only the socioeconomic and future political adaptation of migrants and their children but also future social policy developments in the European Union context.     

COHORT AND GENDER DIFFERENCES IN EXTRACURRICULAR PARTICIPATION: THE RELATIONSHIP BETWEEN ACTIVITIES,MATH ACHIEVEMENT,AND COLLEGE EXPECTATIONS

Using data from the National Education Longitudinal Study of 1988 and the Educational Longitudinal Study of 2002, I analyze the association that students' extracurricular activities have with two academic outcomes: mathematics achievement test scores and college expectations. I consider changes between cohorts and gender differences within each cohort. While prior achievement and expectations have the strongest associations with the dependent variables, relationships do appear between extracurricular participation and the dependent variables. There is only one cohort difference in the association between activities and math achievement test scores; computer use was positively associated with students' scores in the 1990s, but had no association with students' scores in the 2000s. School-sponsored activities were associated with higher scores for all students, while television-watching and hanging out with friends were negatively associated with them. School activities were positively associated with the college expectations of students in both cohorts, while spending time hanging out with friends was negatively associated with expectations, especially for students in the later cohort. There were a few gender differences in the association between activities and math scores, but no gender differences in the association between activities and college expectations. The findings indicate that many of the same activities are relevant for math achievement and college expectations in the two time periods.     

The effects of ethnocultural empathy on level of stereotyping toward college athletes

In the current study the author examined whether ethnocultural empathy affects people's beliefs and expectations regarding athletes, hypothesizing that (1) individuals demonstrating a high level of ethnocultural empathy would be less likely to endorse stereotypes toward athletes, (2) females would be less likely to stereotype toward athletes than would males, (3) athletes would be less likely to stereotype toward athletes than would non-athletes, and (4) behavioral science majors would be less likely to stereotype toward athletes than would non-behavioral science majors. As predicted, participants high on ethnocultural empathy were less likely to stereotype towards athletes, females were less likely to stereotype toward athletes than were males, and behavioral science majors were less likely to stereotype toward athletes than were non-behavioral science majors. However, contrary to the hypotheses, athletes were more likely to stereotype toward their own in-group than were non-athletes.     

Exploring feminism in a multicultural classroom: using Bend it Like Beckham as a tool in a high school class

This study concerns itself with a classroom project in English class where the film Bend it Like Beckham was shown to two multicultural classes in a high school in Oslo, Norway, with a view towards exploring students’ understandings and attitudes towards gender. Using an ethnographic methodology informed by feminist approaches, findings indicate that students, on the one hand, valorised modern values such as educational attainment, self-fulfillment and the equal sharing of domestic chores, while, on the other hand, they were equally eager to preserve traditional practices such as wearing the hijab and marrying within their own ethnicity and religion.     

Cultural capital and perception of teacher-student relationships: Uncovering inequalities at schools in China

A long tradition in stratification research argues students with higher cultural capital are likely to be treated by their teachers as possessing the “right culture,” which positively affects their academic performance. Nevertheless, the literature has paid little attention to the role of students' perception in this process. Using two waves of the China Educational Panel Survey, we investigate how students' cultural capital affects their own understanding of teacher-student interactions, including its gender difference. Fixed effects regressions show a substantially positive effect of cultural capital on the perceived frequency of teachers praising and calling on students to answer questions across subjects. Nonetheless, we also find the lack of cultural capital is not punished and that the cultural capital's effect varies across its specific components and gender. These findings pave the way for elucidating the entire causal chain of intergenerational social inequality via cultural capital, teacher bias, students’ perception, and their educational outcomes.     

The Third Shift? Gender and Empowerment in a Women’s Ecotourism Cooperative

Ecotourism is lauded as a path toward sustainable development and women’s empowerment in rural areas around the world, but little is known about how gendered expectations shape its processes and outcomes. This paper employs an in-depth qualitative case study of a female-only ecotourism cooperative in rural Mexico to investigate how local gender dynamics influence women’s opportunities to benefit from ecotourism development. Findings show that women’s family and work commitments prevent their ability to devote the resources and energy necessary to make the cooperative successful. In this context, women are first expected to be wives and mothers, and to fulfill the substantial daily expectations associated with those roles. In addition, most women work outside the home. This leaves little time or energy for a “third shift” as ecotourism entrepreneurs running their own cooperative. Women put their own interests and goals on the back burner, because of the demands of the first two shifts. If ecotourism is to empower women, localized gender structures must be understood and addressed. Overlooking these challenges can mean that ecotourism projects, even those specifically aimed at empowering women, may only further burden women and reinforce gender models that perpetuate inequality.     

Women’s Presence in Politics and Male Politicians Commitment to Gender Equality in Politics: Evidence from 290 Swedish Local Councils

This article provides the first comprehensive empirical test of how women’s presence in politics affects male politicians’ attitudes toward gender equality as an abstract ideal and their personal willingness to strive for women’s interests. Using a unique survey of all 13,000 locally elected politicians in Sweden (response rate 63 percent), we find a negative association between a greater presence of women and male politicians’ personal willingness to strive for women’s interests. However, there is no such effect on male politicians’ support for gender equality as an abstract ideal. We argue that the found pattern can likely be explained by the fact that it may be costly for male politicians to personally strive for women’s interests, whereas it does not cost them anything to commit to gender equality as an abstract ideal.     

Can gender differences in distributional preferences explain gender gaps in competition?

We design a lab experiment to specifically examine whether a preference for favorable inequality and behindness aversion, as well as egalitarian preferences, affect competitive choices differently among males and females. Using data on approximately 2,000 subjects, we find that selection into competitive environments is negatively related to egalitarian preferences, with smaller negative impacts of being egalitarian on females’ choice to compete. Further, behindness aversion and preference for favorable inequality affect willingness to compete in opposite ways. The willingness to compete is negatively affected by behindness aversion, while a preference for favorable inequality positively influences willingness to compete. Interestingly, when we disaggregate behavior along gender lines, we find that compared to behindness averse males, behindness averse females are more likely to enter the competitive environment. In contrast, there is no significant gender difference in the impact of preference for favorable inequality on competition. Our results suggest that the observed gender difference in competitiveness can stem from male-female differences in distributional preferences and selected personality traits developed during one’s lifetime.     

On confident men and rational women: It’s all on your mind(set)

We tested the hypothesis that inducing the deliberative and the implemental mindset differently affects judgment and decision making. More specifically, we explored mindset effects on decision makers’ confidence ratings, risk preferences, and susceptibility to anchoring effects. As earlier research on mindsets showed that individual differences sometimes moderate mindset effects, we also tested for interaction effects of mindset and gender. For confidence ratings, we found a main effect of mindset and a main effect of gender. For risk preferences and anchoring effects, mindset interacted with gender. When being in an implemental mindset, the judgments of female decision makers came closer to their actual performance compared to being in a deliberative mindset where they were observed as underconfident. Male decision makers were already overconfident in the deliberative mindset and showed even more overconfidence when being in an implemental mindset. Concerning risk attitudes it was found that female decision makers were more prone to choose the less risky, but also less profitable option (in terms of expected payoffs) when they were in the deliberative compared to the implemental mindset. For men the opposite effects were observed. When investigating anchoring effects, male but not female participants’ judgments were influenced by mindset: In an implemental mindset, male participants followed an irrelevant anchor more strongly (i.e., made more anchor-consistent judgments) compared to being in a deliberative mindset.     

Overconfidence,omens and gender heterogeneity: Results from a field experiment

We investigate whether overconfidence is affected by superstitious beliefs and whether the effect is heterogeneous according to gender. With this aim, we run a field experiment involving about 700 Italian students. According to widespread superstitions, some numbers are considered lucky while others are thought of as unlucky. In our experiment, we exploited this by randomly assigning students to numbered seats in their written exam. At the end of the examination, we asked students the grade they expected to get. We find that students tend to be overconfident about their performance at the exam and that their overconfidence is positively affected by being assigned to a lucky number. Interestingly, males and females react differently: females’ overconfidence tends to be negatively affected when assigned to unlucky numbers, while they are not affected by being assigned to lucky numbers; males are not affected by being assigned to unlucky numbers but are more overconfident when assigned to lucky numbers.     

Addressing gender discrimination in Vietnam's light manufacturing industry: What role for labor law?

This paper explores women workers’ experiences of gender discrimination at work in Vietnam and whether labor law might enable them to challenge discriminatory practices. Interviews with workers reveal how discrimination is generated and entrenched through seemingly neutral workplace rules and culture. The coercive and intensive nature of assembly work has deterred or prevented working mothers from enjoying fair and decent work. Survey findings on female workers’ mobilization of the law suggest that women who have experienced discrimination in the past are less inclined to choose a legal means when faced with future discrimination. In most cases, women would choose not to take any action or opt for a non-legal means to raise their voices. In conclusion, even though women workers in general do not consider law a potential tool to tackle discrimination, they have absorbed and appropriated the language of the law to make sense of unfair practices at work.