Gender Norms and STEM: The Importance of Friends for Stopping Leakage from the STEM Pipeline

Autor/inn/en	van der Vleuten, Maaike; Steinmetz, Stephanie; van de Werfhorst, Herman
Titel	Gender Norms and STEM: The Importance of Friends for Stopping Leakage from the STEM Pipeline
Quelle	In: Educational Research and Evaluation, 24 (2018) 6-7, S.417-436 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Vleuten, Maaike) ORCID (Steinmetz, Stephanie) ORCID (van de Werfhorst, Herman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2019.1589525
Schlagwörter	Females; Social Influences; Gender Differences; STEM Education; Disproportionate Representation; Peer Influence; Social Attitudes; Friendship; Secondary School Students; Academic Persistence; Postsecondary Education; Majors (Students); Foreign Countries; Mathematics Achievement; Parent Background; Educational Attainment; Immigrants; Gender Issues; Netherlands + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Sozialer Einfluss; Geschlechterkonflikt; STEM; Social attidude; Soziale Einstellung; Freundschaft; Sekundarschüler; Post-secondary education; Tertiäre Bildung; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternhaus; Bildungsabschluss; Bildungsgut; Immigrant; Immigrantin; Immigranten; Geschlechterfrage; Niederlande
Abstract	More women are now entering male-dominated fields, yet, science, technology, engineering, and mathematics (STEM) remain dominated by men. We examined the association between boys' and girls' STEM choices after secondary education and friends' gender norms, and whether pressure to conform to traditional gender norms differs depending on the gender composition of the friend group. Drawing on 3 waves of longitudinal data (N = 744) from the Netherlands, our sample consists of adolescents in STEM trajectories in secondary education. Their retention in STEM after secondary education gives us a better understanding of gender-specific "leakage" from the STEM pipeline. We found that girls' likelihood of choosing STEM decreased drastically when friends had more traditional gender norms. Friends with traditional gender norms had less effect on boys. Nonetheless, boys with only same-sex friends were more likely to enter STEM. Our findings indicate that an environment with gender-normative ideas pushes girls out of the STEM pipeline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01