Tracing the origins of the STEM gender gap: The contribution of childhood spatial skills

Despite some gains, women continue to be underrepresented in many science, technology, engineering, and math (STEM) fields. Using a national longitudinal dataset of 690 participants born in 1991, we tested whether spatial skills, measured in middle childhood, would help explain this gender gap. We m...

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Bibliographic Details
Published in:Developmental science 2023-03, Vol.26 (2), p.e13302-n/a
Main Authors: Tian, Jing, Ren, Kexin, Newcombe, Nora S., Weinraub, Marsha, Vandell, Deborah Lowe, Gunderson, Elizabeth A.
Format: Article
Language:English
Subjects:
achievement
Achievement Gap
Adult
Career Choice
Child
Children
Cognitive ability
Engineering
Family Characteristics
Female
Gender
Gender Differences
Grade 4
Humans
Majors (Students)
Mathematics Achievement
Motivation
Prediction
Science
Sex differences
Sex Factors
Spatial Ability
spatial skills
STEM Education
STEM major
Student Motivation
Technology
Verbal Ability
Women
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Summary:Despite some gains, women continue to be underrepresented in many science, technology, engineering, and math (STEM) fields. Using a national longitudinal dataset of 690 participants born in 1991, we tested whether spatial skills, measured in middle childhood, would help explain this gender gap. We modeled the relation between 4th‐grade spatial skills and STEM majors while simultaneously accounting for competing cognitive and motivational mechanisms. Strong spatial skills in 4th grade directly increased the likelihood of choosing STEM college majors, above and beyond math achievement and motivation, verbal achievement and motivation, and family background. Additionally, 4th‐grade spatial skills indirectly predicted STEM major choice via math achievement and motivation in the intervening years. Further, our findings suggest that gender differences in 4th‐grade spatial skills contribute to women's underrepresentation in STEM majors. Research Highlights Using a national longitudinal dataset, we found 4th‐grade spatial skills directly predicted STEM college major choice after accounting for multiple cognitive and motivational mechanisms. Strong spatial skills in 4th grade also elevated STEM major choice via enhanced math achievement and motivation in the intervening years. Gender differences in 4th‐grade spatial skills contributed to women's underrepresentation in STEM college majors. Using a national longitudinal dataset (SECCYD; N = 690), we showed that 4th‐grade spatial skills directly predicted choosing STEM majors in college, above and beyond math and verbal achievement, math and verbal motivation, and family background. Further, girls' less strong spatial skills in 4th grade contributed to women's underrepresentation in STEM college majors.
ISSN:1363-755X
1467-7687
1467-7687
DOI:10.1111/desc.13302