The gender gap in college major choice in Chile

Bordón, Paola; Canals, Catalina; Mizala, Alejandra

doi:10.1016/j.econedurev.2020.102011

Cited by 30 publications

(29 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Indeed, it is a challenge for teachers to consider elements of gender equity within the design of courses (MacDonald et al, 2020). As a result, partly explained by gender stereotypes operating early in pre-school (Beede et al, 2011;Bordón, Canals, & Mizala, 2020;Savinskaya, 2017), women are a minority in STEM areas at the university level. Nonetheless, teachers can influence the interest of young girls in learning these areas (Fadigan & Hammrich, 2004).…”

Section: Dealing With Stem Gender Stereotypesmentioning

confidence: 99%

Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Cabello¹,

Martínez²,

Armijo³

et al. 2021

LUMAT

View full text Add to dashboard Cite

Education in the early years is an excellent space for promoting integrated learning. The STEAM education model combines Science, Technology, Engineering, Arts and Mathematics holistically and has gained force globally, mostly in developed countries. However, in developing countries of Latin America, STEAM education programs are incipient and still unfamiliar to many early childhood and primary school educators. "Pequeños Científicos" is a pioneer educational program in Chile aimed at providing extracurricular academic enrichment to students 3 to 10 years old, with a gender-empowering approach. With a cross-sectional design and integrating data from students, researchers and educators, this article documents program design and implementation issues based on a partial application of SWOT analysis grounded on strengths, weaknesses and opportunities. The strengths were the strongest elements that might be transferred to similar interventions, for instance, students were positively engaged in the learning processes and actively communicating their advances through diverse artistic formats. The weaknesses were mainly difficulties that can be avoided in future replication, such as teachers' management of children's behavior. Opportunities present alternatives to these types of programs to improve and grow; for example, through articulation of the courses and including children with additional needs. We call for tackling the weaknesses for more efficient application and discuss the promotion of STEAM learning in the early years in the contexts of high educational inequality for future replication in diverse contexts.

show abstract

Section: Dealing With Stem Gender Stereotypesmentioning

confidence: 99%

Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Cabello¹,

Martínez²,

Armijo³

et al. 2021

LUMAT

View full text Add to dashboard Cite

show abstract

“…In higher education, women are underrepresented in the highest academic hierarchies such as toplevel administration, as well as in some of the prestigious and high-paying fields in Chile (Andrade Lara, 2013). One of the areas where women are significantly underrepresented is in Science, Technology, Engineering, and Mathematics (STEM) fields (Bordon et al, 2020). In May 2018, multiple student protests across university campuses sparked a large-scale feminist movement across the country (Palma Manríquez, 2018), which had ripple effects on gender structures in Chile.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, the study suggested the importance of family role models, such as mothers: the effect of teachers' gender had no effect for girls with mothers with higher levels of education. Bordon et al (2020)'s analysis of applications to university majors in Chile supported this finding by showing that women are more likely to apply to health majors and less likely to apply to civil engineering and technology. While mother's field of occupation has a higher effect on daughters in health, business, social sciences and humanities, and law, for sons, father's field of occupation has a strong effect on their choices in all areas.…”

Section: Peg: the Affirmative Action Program At Fcfmmentioning

confidence: 93%

“…Part of the PEG rationale is that it helps mitigate the gap in test scores between women and men. In all the standardized tests that measure math academic achievement at the K-12 level, there is a significant gap where men outperform women (Bordon et al, 2020;Mizala, 2018). This gap is also present in the national math test for university admissions, which is the one that has the most weight for FCFM and other engineering and science programs in Chile.…”

Section: Peg: the Affirmative Action Program At Fcfmmentioning

confidence: 99%

See 1 more Smart Citation

Gender Equity in STEM in Higher Education

Ro¹,

Fernandez²,

Ramon³

2021

View full text Add to dashboard Cite

“…For this reason, EIs offering computer-related course majors have a better chance of being accepted by prospective students. The choice of engineering course majors depends on gender stereotypes mostly on feminism and muscularity (Bordón et al, 2020). Although modern and emerging majors such as computers and their allied majors are seen as 'female-friendly' (Gupta, 2012), a literature review by (Singh et al, 2007) reported a declining trend of female participation in computer-related majors.…”

Section: Priority For Engineering Majorsmentioning

confidence: 99%

Selection of An Engineering Institution: Students’ Perceptions of Choice Characteristics and Suitability under the COVID-19 Pandemic

Mahajan

Pati²

2021

SSRN Journal

View full text Add to dashboard Cite

Background: COVID-19 has impacted Indian engineering institutions (EIs) enormously. It has tightened its knot around EIs that forced their previous half-shut shades completely down to prevent the risk of spreading COVID-19. In such a situation, fetching new enrollments on EI campuses is a difficult and challenging task, as students' behavior and family preferences have changed drastically due to mental stress and emotions attached to them. Historically, during crisis situations, institutions have struggled to return to the normal track. Consequently, it becomes a prerequisite to examine the choice characteristics influencing the selection of EI during the COVID-19 pandemic to make it 'normal' for 'new' enrollments.The purpose of this study is to critically examine choice characteristics that affect students' choice for EI and consequently to explore relationships between institutions' characteristics and the suitability of EI during the COVID-19 pandemic across students' characteristics. Quantitative research, conducted through a self-reported survey composed of a closed-ended structured questionnaire, was purposefully incorporated into the students who recently were enrolled in EIs (batch years 2020-2021) belonging to the North Maharashtra region of India. Results:The findings of this study revealed dissimilarities across students' characteristics regarding the suitability of EIs under pandemic conditions. Regression analysis revealed that EI characteristics such as proximity, image and reputation, quality education and curriculum delivery have significantly contributed to suitability under COVID-19. At the micro level, multiple relationships were noted between EI characteristics and the suitability of EI under the pandemic across students' characteristics. Conclusion:Bringing 'normality' to 'new' enrollments totally depends on EI's resilience in meeting the needs of diversity in the COVID-19 pandemic situation, which repositions themselves to govern student-centric strategies instituted for the overall suitability of EI under pandemic conditions. The study has successfully demonstrated how choice characteristics can be executed to regulate the 'suitability' of EI under the COVID-19 pandemic for the inclusion of diversity. It is useful for policy makers and academicians to reposition EIs that fetch diversity during the pandemic. This study is the first to provide insights into the performance of choice characteristics and their relationship with the suitability of EIs under a pandemic and can be a yardstick in administering new enrollments.

show abstract

The gender gap in college major choice in Chile

Cited by 30 publications

References 28 publications

Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Gender Equity in STEM in Higher Education

Selection of An Engineering Institution: Students’ Perceptions of Choice Characteristics and Suitability under the COVID-19 Pandemic

Contact Info

Product

Resources

About