Is Engineering Harder to Crack Than Science? A Cross-National Analysis of Women’s Participation in Male-Dominated Fields of Study in Higher Education

Abstract

Despite the impressive record of advancing toward higher education, women are substantially underrepresented in science, technology, engineering, and math (STEM) fields compared to men. Less is known about the factors that explain gendered patterns of participation in STEM in countries with dissimilar national characteristics and educational systems. To fill this gap in the literature, this study first examines the historical trends of female representation in STEM fields cross-nationally. Then, this paper explores the relationship between women’s and men’s enrollments in STEM with various structural, national characteristics. Recognizing that the relationship may vary by subfields of STEM, the study further investigates the association separately for natural science and for engineering. Using time- and entity-fixed effects panel regression models pooled between 1970 and 2010, the study’s analyses built on earlier studies on gender segregation across fields of study and gender inequality in higher education. The findings suggest that the common assumption of tight, positive linkage between societal development and participation in STEM holds for only men at an aggregate level under the period covered. The authors find a negative association between national economic development and women’s participation in STEM, especially for engineering. On the other hand, they find positive associations between men’s enrollment in STEM as well as women’s enrollment in other fields of study with women’s participation in STEM. Taken together, the results suggest the significance of the diffusion of an inclusive logic in higher educational institutions.

Citation

Kwak, N. and Ramirez, F.O. (2019), "Is Engineering Harder to Crack Than Science? A Cross-National Analysis of Women’s Participation in Male-Dominated Fields of Study in Higher Education", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2018 (International Perspectives on Education and Society, Vol. 37), Emerald Publishing Limited, Leeds, pp. 159-183. https://doi.org/10.1108/S1479-367920190000037014