Gender-equality paradox

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The gender-equality paradox is the counter-intuitive finding, reported by Stoet and Geary,[1] that countries with a higher level of gender equality tend to have less gender balance in disciplines such as science, technology, engineering and mathematics (STEM), than countries with a lower level of gender equality.

Stoet and Geary's study[edit]

Using an international database on adolescent achievement in science, mathematics, and reading, Stoet and Geary showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality.

See also[edit]

External links[edit]

References[edit]

  1. Stoet, Gijsbert; Geary, David C. (2018). The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. 29. pp. 581-593.