The gender gap in high school physics: Considering the context of local communities

Citation

Riegle-Crumb, C. & Moore, C. (2014). The gender gap in high school physics: Considering the context of local communities. Social Science Quarterly. vol. 95 (1) pp. 253-268 , PMCID: PMC4297668

Abstract

Objectives: We focus on variation in gender inequality in physics course-taking, questioning the notion of a ubiquitous male advantage. We consider how inequality in high school physics is related to the context of students' local communities, specifically the representation of women in science, technology, engineering, and mathematics (STEM) occupations in the labor force. Methods: This study uses nationally representative data from the National Longitudinal Study of Adolescent Health and its education component, the Adolescent Health and Academic Achievement Transcript Study. Results: Approximately half of schools are characterized by either gender equality or even a small female advantage in enrollment in this traditionally male subject. Furthermore, variation in the gender gap in physics is related to the percent of women who are employed in STEM occupations within the community. Conclusion: Our study suggests that communities differ in the extent to which traditionally gendered status expectations shape beliefs and behaviors. © 2013 by the Southwestern Social Science Association.

URL

http://www.scopus.com/inward/record.url?eid=2-s2.0-84893944759&partnerID=40&md5=cf239aa2442ce6a660a76d753b495d87

Reference Type

Journal Article

Journal Title

Social Science Quarterly

Author(s)

Riegle-Crumb, C.
Moore, C.

Year Published

2014

Volume Number

95

Issue Number

1

Pages

253-268

DOI

10.1111/ssqu.12022

PMCID

PMC4297668

NIHMSID

NIHMS631649

Reference ID

4848