Gijsbert Stoet|David C. Geary
The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education
Leeds Beckett University|University of Missouri
underrepresentation girls women science technology engineering mathematics stem fields continual concern social scientists policymakers using international database adolescent achievement science mathematics reading n 472242 showed girls performed similarly better boys science two every three countries nearly countries girls appeared capable collegelevel stem study enrolled paradoxically sex differences magnitude relative academic strengths pursuit stem degrees rose increases national gender equality gap boys science achievement girls reading achievement relative mean academic performance near universal sex differences academic strengths attitudes toward science correlated stem graduation gap mediation analysis suggested lifequality pressures less genderequal countries promote girls womens engagement stem subjects