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The puzzle of missing female engineers: Academic preparation, ability beliefs, and preferences
ARTICLE

Economics of Education Review Volume 64, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This paper uses administrative North Carolina data linked from high school to college and national surveys to characterize the largest contributor to the STEM gender gap: engineering. Disparities are the result of differential entry during high school or earlier rather than postsecondary exit. Differences in pre-college academic preparation account for 5 to 7% of the gap. Females’ relative lack of academic self-confidence explains 8%, while other-regarding preferences and professional goals capture a further 14%. Empirical evidence using identifying variation in the gender composition of twins in North Carolina shows that opposite-sex pairs are more likely to pursue gender-stereotypical majors.

Citation

Shi, Y. (2018). The puzzle of missing female engineers: Academic preparation, ability beliefs, and preferences. Economics of Education Review, 64(1), 129-143. Elsevier Ltd. Retrieved January 27, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2018.04.005

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