Document Type
Working Paper
Date of this Version
8-16-2019
Abstract
Studies of gender disparities in STEM performance have generally focused on average differences. However, the extremes could also be important because disparities at the top may shape stratification in access to STEM careers, while disparities at the bottom can shape stratification in dropout. This paper investigates determinants of gender disparities in math across the performance distribution in Latin American countries, where there is a persistent boys’ advantage in STEM performance. Findings reveal disparate national patterns in gender gaps across the performance distribution. Further, while certain national characteristics are linked to gender gaps at the low- and middle-ranges of the performance distribution, female representation in education is the only characteristic associated with a reduced gender gap at the top level.
Keywords
STEM education, gender, Latin American
Recommended Citation
Liu, Ran, Andrea Alvarado-Urbina, and Emily Hannum. 2019. "Differences at the Extremes? Gender, National Contexts, and Math Performance in Latin America." Penn Education and Inequality Working Papers, #4. https://repository.upenn.edu/education_inequality_workshop/4
Included in
Demography, Population, and Ecology Commons, Education Commons, Gender and Sexuality Commons, Inequality and Stratification Commons
Date Posted: 22 September 2020
Comments
This working paper was published in a journal:
Liu, Ran, Andrea Alvarado-Urbina, and Emily Hannum. 2020. "Differences at the Extremes? Gender, National Contexts, and Math Performance in Latin America." American Educational Research Journal 57(3):1290-1322. https://doi.org/10.3102/0002831219876236.