Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data

Abstract

Background In this paper, we investigate the predictors for enrollment and success in Science, Technology, Engineering, and Mathematics (STEM) programs in higher education. We develop a sequential logit model in which students enroll in STEM education, may drop out from STEM higher education, or continue studying until they graduate in an STEM field. We use rich Dutch register data on student characteristics and high school exam grades to explain the differences in enrollment, success, and dropout rates. Results We find that females are less likely to enroll in STEM-related fields, while students with higher high school mathematics grades are more likely to enroll in STEM. Female students have lower first-year dropout rates at university of applied sciences STEM programs. With respect to study success, we find that conditional on enrollment in STEM, women are less likely to graduate than men within the nominal duration or the nominal duration plus one additional year. However, female students do perform equally well as male students in terms of graduation within 10 years. Conclusions We conclude that STEM programs are less popular among female students and that female students are less likely to graduate on time. However, females perform equally well in STEM higher education in the long run. For this reason, policy should be geared at increasing study success in terms of nominal graduation rates among female STEM students.

Stress Coping Strategies Amidst Preparation For Examinations: An Analytical Study Among Undergraduate Medical Students

“…It is not surprising that there were more females in the study with higher scores in their first and last examinations. Our findings differ from a Dutch study where female students were noted not to have performed as well as their male counter parts in Science, Technology, Engineering, and Mathematics (STEM) programs [24]. However, in Ethiopia, an increasing female participation in academics was noted with lower graduation rate, for which university-related factors and socio-cultural factors were implicated [25].…”

Students’ Time Management, Academic Procrastination, and Performance during Online Science and Mathematics Classes

“…Based on the results revealed by Pilotti et al (2022), males performed significantly better in online mathematics and science classes than their female counterparts. Vooren et al (2022) discovered that women who had superior grades in mathematics while they were still high schoolers had lower chances of specializing in STEM-related fields compared to men who had equivalent ratings. This was the case even if both genders had similar grades.…”

Tackling AMR from a multidisciplinary perspective: a primer from education and psychology

“…This means that while men and women share many of the risks posed by AMR, gender plays a role in the likelihood and way of contracting infections, and therefore, the AMR problem has a gender dimension. Therefore, having a gender perspective on AMR education will be essential to provide specific resources and education to an especially vulnerable population (Vooren et al 2022 ).…”