Who studies STEM subjects at A level and degree in England? An investigation into the intersections between students' family background, gender and ethnicity in determining choice
The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students' family background, gender and ethnicity. It remains unclear whether the relationship betw...
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| Vydané v: | British educational research journal Ročník 43; číslo 3; s. 528 - 553 |
|---|---|
| Hlavný autor: | |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
London
John Wiley & Sons Ltd
01.06.2017
Wiley-Blackwell Blackwell Publishing Ltd |
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| ISSN: | 0141-1926, 1469-3518 |
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| Abstract | The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students' family background, gender and ethnicity. It remains unclear whether the relationship between student characteristics and choice can be explained by academic disparities, and whether students' background, gender and ethnicity interact in determining university subject choices, rather than simply having additive effects. I use data from more than 4000 students in England from 'Next Steps' (previously the LSYPE) and logistic regression methods to explore the interacting relationships between student characteristics and subject choice. There are four main findings of this study. Firstly, disparities by students' ethnicity are shown to increase when controlling for prior attainment. Secondly, family background indicators are differentially related to uptake for male and female students, with parents' social class and education larger predictors of choice than financial resources. Thirdly, gender, ethnicity and family background interact in determining choices. Particularly, as socio-economic position increases, young women are more likely to choose STEM over other high-return subjects. Finally, associations between student characteristics and subject choices, including interactions, largely persisted when accounting for A-level choices. Implications for policy and future research are discussed. |
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| AbstractList | The relative lack of students studying post‐compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students’ family background, gender and ethnicity. It remains unclear whether the relationship between student characteristics and choice can be explained by academic disparities, and whether students’ background, gender and ethnicity interact in determining university subject choices, rather than simply having additive effects. I use data from more than 4000 students in England from ‘Next Steps’ (previously the LSYPE) and logistic regression methods to explore the interacting relationships between student characteristics and subject choice. There are four main findings of this study. Firstly, disparities by students’ ethnicity are shown to increase when controlling for prior attainment. Secondly, family background indicators are differentially related to uptake for male and female students, with parents’ social class and education larger predictors of choice than financial resources. Thirdly, gender, ethnicity and family background interact in determining choices. Particularly, as socio‐economic position increases, young women are more likely to choose STEM over other high‐return subjects. Finally, associations between student characteristics and subject choices, including interactions, largely persisted when accounting for A‐level choices. Implications for policy and future research are discussed. |
| Audience | Secondary Education |
| Author | Mcmaster, Natasha Codiroli |
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| Copyright | 2017 British Educational Research Association 2017 The Authors. published by John Wiley & Sons Ltd on behalf of British Educational Research Association. Copyright © 2017 the British Educational Research Association |
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| Snippet | The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular... The relative lack of students studying post‐compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular... |
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| SubjectTerms | A level Attainment Choices College students Correlation Degree Educational Background Educational Policy Ethnicity Families & family life Family Characteristics Family Financial Resources Foreign Countries Gender Gender Differences Mathematics Regression (Statistics) Science and technology Secondary School Students SES Social background Social Class Social classes Socioeconomic factors Socioeconomic Status STEM STEM Education Student Attitudes Student Characteristics Students subject choice Technology Uptake Young women |
| Title | Who studies STEM subjects at A level and degree in England? An investigation into the intersections between students' family background, gender and ethnicity in determining choice |
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