Liu, Ran

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2018 - 20192
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Author: Liu, Ran Ă— Subject: Gender and Sexuality Ă—

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Now showing 1 - 2 of 2
  • Publication
    Differences at the Extremes? Gender, National Contexts, and Math Performance in Latin America
    (2019-08-16) Liu, Ran; Alvarado-Urbina, Andrea
    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.
  • Publication
    Gender-Math Stereotype, Biased Self-Assessment, and Aspiration in STEM Careers: The Gender Gap among Early Adolescents in China
    (2018-08-24) Liu, Ran
    This article explores the paradox between the closing gender gap in math performance and the persistent gender gap in STEM aspiration using data from the Chinese Education Panel Survey (CEPS). Extending the stereotype threat literature, this article includes measures of gender-math stereotypes from students, parents, and peers, and offers an analysis to address the limitations of previous studies. Findings indicate that gender-math stereotypes are associated with a gender gap in students’ self-assessment in math-learning competency, even after controlling for math performance; this self-assessment is further associated with students’ aspiration in science and engineering careers. Moreover, the effect of math self-assessment on science and engineering aspiration is stronger among girls than boys. However, even after controlling for math self-assessment and gender-math stereotype, boys are still more likely to aspire to careers in science and engineering than girls. This article discusses policy implications of the findings.