A study examines the relationship between gender stereotypes and the underrepresentation of women in STEM. Women continue to be underrepresented in math-intensive STEM fields, particularly in relatively egalitarian and wealthy countries, a pattern which has been termed the "gender-equality paradox." However, it is unclear whether the paradox is reflective of intrinsic gender differences in preferences for math-related activities. Thomas Breda and colleagues examined 2012 Program for International Student Assessment survey data and found that the paradox can be explained by country-specific differences in gender stereotypes. More than 300,000 adolescents who were 15 years of age and from 64 countries participated in the survey. Stereotypical notions that "math is not for girls," defined as the gender-math stereotype (GMS), were strongest in wealthy countries and countries emphasizing equal gender rights. Female adolescents in countries with high levels of GMS were less likely than male adolescents to intend to study math or pursue math-intensive careers. The findings suggest that economic development and gender equality rights are associated with reshaping rather than suppressing gender stereotypes. Furthermore, underrepresentation of women in math-intensive fields will not decrease solely from societies becoming increasingly wealthy, according to the authors.
Article #20-08704: "Gender stereotypes can explain the gender-equality paradox," by Thomas Breda, Elyès Jouini, Clotilde Napp, and Georgia Thebault.
MEDIA CONTACT: Thomas Breda, Paris School of Economics, FRANCE; tel: +33-180521907, +33-180521709; e-mail: thomas.breda@ens.fr
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Journal
Proceedings of the National Academy of Sciences