There is no RationalWiki without you. We are a small non-profit with no staff – we are hundreds of volunteers who document pseudoscience and crankery around the world every day. We will never allow ads because we must remain independent. We cannot rely on big donors with corresponding big agendas. We are not the largest website around, but we believe we play an important role in defending truth and objectivity.
If everyone who saw this today donated $5, we would meet our goal for 2021.
| Fighting pseudoscience isn't free.|
We are 100% user-supported! Help and donate $5, $20 or whatever you can today with !
| Part of a series on|
|Spectra and binaries|
The gender-equality paradox is the counter-intuitive finding, reported by Stoet and Geary, 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
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.
- Stoet, Gijsbert; Geary, David C. (2018). The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. 29. pp. 581-593.