Why aren’t more girls choosing maths and science at university?

by Dirk Van Damme

Head of the Innovation and Measuring Progress division, Directorate for Education and Skills 

Percentage of tertiary qualifications awarded to women in tertiary-type A and advanced research programmes, by field of education (2000,2012)

Last Saturday, 14 April, Equal Pay Day reminded the world again of the large gap between men’s and women’s wages. Eradicating unjustifiable gender inequalities in earnings seems to be very hard to accomplish. Under-representation of women in jobs with higher salaries, different patterns of professional mobility and divergent occupational choices all seem to contribute to the gender gap in wages – in addition to outright gender discrimination. Closing this gap requires more than changes in wage structures, since occupational choices often reflect complex, gender-specific educational choices and schooling trajectories that are decided at least a decade earlier. Gender preferences, stereotypes, role models and forms of streaming and tracking frame decisions about education throughout childhood, and have profound consequences for both careers and earnings in adulthood.

But the gender gap in earnings is not only a problem for the individuals concerned; the gap is also indicative of the waste of talent and opportunities for societies and economies. Especially in those fields of study and careers that suffer severe shortages of personnel, such as the STEM fields, it is the lack of women that seems to raise the most immediate concern. That is why campaigns to promote STEM studies and professions in OECD countries often target women. Evidence of the success of these campaigns is scarce and mostly mixed.

But on an aggregate level, have OECD countries been successful in attracting more girls and women into STEM studies? The most recent Education Indicators in Focus issue No. 30 provides some interesting recent data on gender gaps in education and employment. In recent decades, significant progress has been made in raising women’s educational attainment, so that, on average, women now have higher attainment rates than men. Also, the higher the education level, the smaller the gender gap in employment. On average across OECD countries, the employment gap between tertiary-educated men and women now is only 9 percentage points, whereas it is 17 percentage points between men and women whose highest level of education is upper secondary. But this progress has only marginally affected gender inequalities in different fields of study.

The chart above shows that between 2000 and 2012 the percentage of university qualifications awarded to women grew in almost every field of study, except computing. The progress made by women was observed across the fields of study, but did not at all alter the pattern of women's participation. STEM fields did attract more women, but not disproportionally more compared to other fields.

This finding raises important questions  about how and what boys and girls choose to study, how they make those decisions, and the role of schools and education systems in reproducing gender-specific education trajectories. A report based on PISA 2012 data published last week – The ABC of Gender Equality in Education – sheds some light on some of the underlying reasons why more women are not pursuing STEM subjects. The results of the study are discomforting for those who think that more and better education for girls would help to undermine stereotyped notions about studies and careers. Girls seem to lack self-confidence in their ability to solve maths and science problems. Girls – even high-achieving girls – are also more likely to express strong feelings of anxiety towards mathematics. On average across OECD countries, the score-point difference in mathematics performance between high-achieving girls and boys is 19 score points. However, when comparing boys and girls who reported similar levels of self-confidence in mathematics and of anxiety towards mathematics, the gender gap in performance disappears.

These findings resonate with some recent research on the role of early school experiences in shaping one’s identity as a “maths person” or “not a maths person”. The teaching of maths – and, to a lesser extent, science – seems to involve a process of negative selection based on induced anxiety; and this process is heavily gender-biased. Recent neuro-scientific research has shown that teaching maths can be done much more effectively and successfully for every learner, but these insights rarely find their way into teacher training, curricula and educational resources,  where maths seems to be defined as something only a few, mostly males, can master. In a world in which numbers pervade all spheres of life, schools and universities could do a better job in challenging gender-stereotyped ideas about maths and science, both as fields of study and as a career choice. In the 21st century, we simply don’t have the luxury to continue wasting the talents of our motivated and hard-working young women and men.

Links:  
Education Indicators in Focus, issue No. 30, by Eric Charbonnier, Simon Normandeau and Gara Rojas Gonzalez

The ABC of Gender Equality in Education

On this topic, visit:
Education Indicators in Focus: www.oecd.org/education/indicators
On the OECD’s education indicators, visit:
Education at a Glance 2014: OECD Indicators: www.oecd.org/edu/eag.htm

Chart Source @ OECD (2014), Education at a Glance 2014: OECD Indicators, Indicator A3

Skills for the digital economy

by Simone Stelten
Consultant, Skills Beyond Schools Division, Directorate for Education and Skills

Digital economies are powered by skills. People with the high-end skills needed to invent and apply new technologies are in high demand the world over. At the same time, the portfolio of basic skills needed to navigate technology-rich environments and function effectively in our connected societies has expanded.

How severe is the shortage of ICT skills? And what needs to be done to fill the gaps?

Today, 6% of total employment in OECD countries consists of ICT-specialists and ICT-intensive occupations account for more than 20% of all employment. OECD data on Key ICT Indicators shows that countries differ considerably in the share of ICT-intensive employment, ranging from high levels such as 35% in Luxembourg or 28% in the UK to 15% in Portugal and Greece or 11% in Turkey (data for 2010). Growing skills shortages have become a global concern. The Manpower Talent Shortage Survey 2012 puts IT positions at number 5 on the global list of top 10 jobs that employers are having difficulty filling. Only three years ago, IT professionals did not even feature on this list.

Across the OECD the supply of higher education graduates from ICT-related study fields has stagnated or even declined. The share of all STEM (science, technology, engineering and mathematics) graduates declined from 22.7% in 2000 to 20.4% in 2010, indicating a long-term stagnation of the supply from highly demanded science and technology oriented fields. The share of computer science graduates among all graduates has stagnated at around 3% since 2000 (OECD data). Even in the United States, the homeland of computers, the share of computing graduates declined from 4.3% in 2005 to 3.1% in 2010. Similar declines in recent years can be observed in many other countries, including the UK and Germany, pointing towards a risk of ICT skills shortages in many OECD countries.

So what can employers do to fill the skills gap? The study “Building Competitiveness and Business Performance with ICT” from the business school INSEAD shows that firms, which operate in the ICT sector, need to combine the right ICT investments with strong technical talent to be competitively agile. Through the Grand Coalition for Digital Jobs employers have developed EU-wide initiatives, such as an online learning platform for ICT practitioners or open online ICT courses for secondary school teachers. Companies such as SAP set up study-programs, Microsoft will increase the number of apprenticeships and internships by 50% over 3 years, and Hewlett-Packard plans to train 500,000 IT-professionals globally by 2015. Clearly, government policy makers could do more to engage employers in meeting the skills challenges facing high value-added sectors.

What about ‘everyday ICT skills’? Survival in a digital economy now demands higher-level cognitive skills for understanding, interpreting, analysing and communicating complex information. The results of the OECD Survey of Adult Skills (PIAAC), to be published on 8 October 2013, will provide unique comparative data on the basic skills of adults in literacy, numeracy and problem solving in technology-rich environments. How to foster those skills effectively is the subject of another recent OECD report on Connected Minds: Technology and Today's Learners.

Tackling the ICT skills challenge will require new thinking and efforts to reach beyond ministerial silos and build partnerships with businesses, entrepreneurs and teachers. With its ‘whole-of-government’ approach to developing more effective national skills strategies, the OECD Skills Strategy offers a concrete roadmap for the future.

Links:
OECD Skills Strategy
OECD Survey of Adult Skills (PIAAC)
OECD data on Key ICT Indicators
Connected Minds: Technology and Today's Learner
Photo credit: Future technology / Shutterstock