Do Relative Advantages in STEM Grades Explain the Gender Gap in Selection of a STEM Major in College? A Multimethod Answer. (February 2020)

• Record Type: Journal Article
• Authors: Stearns, Elizabeth; Bottia, Martha Cecilia; Giersch, Jason; Mickelson, Roslyn Arlin; Moller, Stephanie; Jha, Nandan; Dancy, Melissa
• Is Part Of: American educational research journal. Volume 57:Number 1(2020)
• Page Start: 218
• Page End: 257
• Publication Date: 2020-02
• Subjects: gender studies -- higher education -- science education -- mixed methods; Education -- United States -- Periodicals; Education -- Research -- United States -- Periodicals; 370.97305
• DOI: 10.3102/0002831219853533
• Languages: English
• ISSNs: 0002-8312

Abstract

Using a multimethod approach, we investigate whether gender gaps in STEM (science, technology, engineering, and mathematics) major declaration in college are explained by differences in the grades that students earn in STEM versus non-STEM subjects. With quantitative data, we find that relative advantages in college academic performance in STEM versus non-STEM subjects do not contribute to the gender gap in STEM major declaration. To explore alternative explanations for gender gaps in major declaration, we analyze interviews with college seniors, finding that they recognize many other factors, including their interests in subject matter and confidence, are key in pushing them from STEM or pulling them into non-STEM majors. We conclude that future research seeking to account for gender gaps in STEM majors must extend beyond academic performance.