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Decoding girls’ STEM high school choices: Ability, confidence, stereotypes
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DOI：10.1016/j.jpolmod.2026.107046.png)
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Abstract
En 中文
The underrepresentation of females in STEM fields hinders productivity and perpetuates labor market inequalities. In countries where children are tracked into educational trajectories from high school (as in Italy, 8th grade), it is crucial to understand what drives gendered pathways before educational segregation starts. Collecting experimental and survey data from Italian 8th graders, we find that perceived advantageous comparisons with peers in math ability and counter-stereotypical beliefs increase the likelihood that girls enroll in a math-intensive track during high school. Policy initiatives improving girls’ expectations about their relative math performance may thus encourage female students to pursue STEM tracks.
Keywords:
C93
J16
J24
I24
High school enrollment
Math ability
Gender stereotypes
Beliefs
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