Title

Is it a Matter of Skills? High School Choices and the Gender Gap in STEM

Author

Dalit Contini, Maria Laura Di Tommaso, Anna Maccagnan and Silvia Mendolia (2025)

Year Published

2025

Description

This article investigates the extent to which gender differences in academic skills contribute to the gender gap in STEM (Science, Technology, Engineering, and Mathematics) high school tracks in Italy. Focusing on the critical educational transition at age 14, when Italian students select among various secondary school types, the study examines whether disparities in mathematics and language skills—where boys typically outperform in math and girls in language—account for the underrepresentation of girls in STEM-oriented schools. The findings reveal that while academic skills do influence school choice, they only partially explain the gender gap in STEM enrollment, particularly among students from higher socio-economic backgrounds. For students from less educated families, skill differences have minimal explanatory power regarding the gender disparity in STEM choices.
The research suggests that factors beyond measurable academic abilities, such as societal norms, stereotypes, and possibly differences in self-confidence or interest, significantly influence the gendered patterns in educational pathways. The study emphasizes that simply addressing skill gaps may not suffice to close the gender divide in STEM fields. Instead, comprehensive strategies that also tackle cultural and psychological barriers are necessary to encourage more equitable participation in STEM education and, by extension, in related career fields.
Key Finding: "Teacher grades and test scores strongly influence choices, but the impact of ability differs by gender. Girls are less likely to opt for STEM high schools unless they excel in mathematics or have a strong comparative advantage in the subject. Conversely, boys often choose STEM pathways regardless of weak math performance and continue to do so even when they excel in Italian. Consistent with prior research, our findings suggest that girls require stronger evidence of their mathematical ability than boys to pursue STEM studies."

Type

Research Report

Research Category

Upper Grades (ages 14-18)

Middle Grades (ages 11-14)

STEM & STEAM

Year of Study

2025

External Link

https://www.degruyterbrill.com/document/doi/10.1515/bejeap-2024-0461/html

Identifier

45464

Source

https://www.degruyterbrill.com/document/doi/10.1515/bejeap-2024-0461/html