Education

Gender differences in the intention to study math increase with math performance

T. Breda, E. Jouini, et al.

This study by Thomas Breda, Elyès Jouini, and Clotilde Napp explores the persistent underrepresentation of women in math-related fields despite their increasing numbers in higher education. Utilizing PISA 2012 data from over 250,000 students, the research reveals crucial insights into gender differences in math performance and academic intentions, highlighting the need for targeted interventions for high-performing girls.

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Abstract

Despite women's increasing presence in higher education, underrepresentation in math-related fields persists. This study uses PISA 2012 data from 251,120 15-year-old students across 61 countries to analyze gender differences in intentions to pursue math-related studies, considering math performance. Results reveal a positive correlation between math performance and intentions for both genders, but this correlation is stronger among boys. The gender gap in intentions is minimal among low performers but widens significantly with increasing math ability. Consequently, the gender gap in math performance is larger among students intending to study math than in the general population. These findings are robust across various analyses and suggest that addressing the gender gap in math requires targeted interventions focusing on high-performing girls.

Publisher

Nature Communications

Published On

Jun 27, 2023

Authors

Thomas Breda, Elyès Jouini, Clotilde Napp

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