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Gender in STEM Education: A Data-Driven Learning Guide
Interpretation & Summary
Think about your answers to the application questions before you click through to the interpretation guide for help in answering them.
Did more men or women take higher levels of math? What percentage of women in the sample took calculus, compared to men?
What percent of men and women took a high school physics course? A chemistry course?
Were there significant differences between men and women in terms of the number of science courses they've had? Were males or females more likely to have taken 3 or more science courses?
Looking at the results for 1981 first, then 2001, what percent of (degree-holding) males has a degree in the math-engineering fields? What is the percentage of females with a similar degree? What are the percentages for degrees in biology-physical science-health fields? What do you make of these patterns? Are there similar gender patterns for other majors, and if so, how have they changed between 1981 and 2001? What does this imply for males and females' educational opportunities?
What percentage of 1983 respondents said they would be unhappy if their daughter wanted to be a scientist? What percentage of 2001 respondents reported feeling the same way? Were responses different when respondents were asked about their sons?
What percent of men and women were employed in STEM fields in 2001? Have these percentages changed appreciably compared to 1981?
CITATION: Inter-university Consortium for Political and Social Research. Gender in STEM Education: A Data-Driven Learning Guide. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2009-04-16. Doi:10.3886/genderSTEM
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