This study was originally provided by OLC.
Principal Investigator(s): Inter-university Consortium for Political and Social Research
Data-Driven Learning Guides are a collection of instructional exercises that can be used to enhance teaching of core concepts in the social sciences. This learning guide investigates gender participation in science, technology, engineering, and mathematics (STEM) education, from high school through college and into the work force, to see whether participation has changed over the past 20 years. Research questions that can be explored using this guide include: how gender affects educational experiences and opportunities, how educational expectations and opportunities relate to social views of gender, whether educational practices are gendered, and if so, how they may affect student achievement, how males and females differ in their attainment of a STEM major, and how young men and women differ in college trajectories toward or away from STEM. Crosstabulations and frequencies are used in the analyses.
This data collection has been deaccessioned; it is no longer distributed by ICPSR. The data are currently available at Gender in STEM Education: A Data-Driven Learning Guide.
Persistent URL: http://doi.org/10.3886/ICPSR00338.v1
Scope of Study
Geographic Coverage: United States
Data Collection Notes:
Other Data-Driven Learning Guides covering such topics as aging, race, social class, politics, and health are available on ICPSR's Online Learning Center .
Original ICPSR Release: 2009-03-26