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Secondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland and Scotland

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https://journals.sagepub.com/doi/full/10.1177/0020715220913043
Original languageEnglish
JournalInternational Journal of Comparative Sociology
Early online date18 Apr 2020
DOIs
Publication statusE-pub ahead of print - 18 Apr 2020

Abstract

This paper examines the extent to which STEM subject choice in upper secondary education explains gender differences in STEM enrollment in higher education. We adopt a cross-country approach using Germany, Ireland and Scotland as three case studies. These countries differ in terms of both the degree of subject choice offered in upper secondary education and the relevance for higher education admission of having studied specific school subjects. Using datasets of young people from all three countries, our results indicate a stronger mediation of school subjects for Scotland than in Germany and Ireland and a remarkable gender gap in STEM enrolment in all three countries. We conclude that females studying science subjects within upper secondary education appears to be a necessary but not a sufficient condition to ensure gender equality in progression to STEM fields.

    Research areas

  • curriculum, higher education, gender, segregation, STEM, Scotland, Ireland, Germancy

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