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Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes

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Abstract

Our study is among the first to provide a comprehensive review of cross-national patterns of gender differences in various STEM-related constructs—achievement, beliefs, attitudes, aspirations, and participation, concerning country-level gender equality. We complement our review with empirical analyses utilizing rigorous methodologies and richer datasets from individual and country levels. Specifically, we examine gender differences in relative strength measures (e.g., strength in science relative to math and reading) and STEM aspirations and graduation, using PISA 2015 and PISA 2018 data from 78 countries/regions (N = 941,475). Our analysis corroborates our literature review, indicating that support for both the gender stratification hypothesis and the gender equality paradox (i.e., whether gender gaps favoring male students are smaller or larger in more gender-equal countries) is generally inconsistent and weak. Various factors contribute to this inconsistency, including specific outlier countries, different years of data collection, diverse data sources, a range of composite and domain-specific measures of gender equality, and statistical models. Our study also introduces a robust statistical model to compare performances in three subjects and evaluate the predictive power of relative strength measures for STEM aspirations at the student level. Our analyses reveal that general academic achievement and math achievement relative to reading are key predictors of STEM aspirations, compared with science achievement relative to math and reading. By juxtaposing both levels of analysis, our findings offer a more nuanced understanding of gender differences in decision-making processes that lead to careers in STEM-related fields.

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Data Availability

The present study is based on the analyses of secondary data that are freely available online (e.g., PISA data from https://www.oecd.org/pisa/data/).

Notes

  1. We also conducted supplemental analyses to examine whether there was a non-linear relation between GGGI and gender differences in STEM aspirations. None of quadratic and cubic coefficients of GGGI were statistically significant.

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Acknowledgements

This research was supported by a grant from the Ministry of Education of the People’s Republic of China (Grant No. 23YJC880038) and a grant from the Renmin University of China (Grant No. KYGJD2023006). We thank Sarah S. Richardson, David Geary, Gijsbert Stoet, Marion Boulicault, Joseph Bruch, and Nicole E. Noll for their constructive comments on the earlier version of the manuscript.

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  1. Institute of Positive Psychology and Education, Australian Catholic University, Sydney, Australia

    Jiesi Guo, Herbert W. Marsh & Philip D. Parker

  2. Department of Education, Oxford University, Oxford, UK

    Herbert W. Marsh

  3. School of Education, Renmin University of China, Beijing, China

    Xiang Hu

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Guo, J., Marsh, H.W., Parker, P.D. et al. Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes. Educ Psychol Rev 36, 37 (2024). https://doi.org/10.1007/s10648-024-09872-3

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