The gendered maths confidence gap, social influence and social integration

Figures & data

Table 1. Descriptives of variables used in the analysis, CILS4EU data, Swedish and German part. N = 7,472.

	Sweden					Germany
	n = 4780					n = 2692
	Mean	SD	Min	Max	n	Mean	SD	Min	Max	n
Female	0.50	0.50	0	1	4808	0.51	0.50	0	1	2692
Maths confidence (wave 1, low to high)	3.74	0.97	1	5	4779	3.3	1.02	1	5	2689
Maths confidence (wave 2, low to high)	3.67	1.04	1	5	3963	3.37	1.03	1	5	2413
Grades in maths (wave 1, low to high)						2.91	1.02	1	5	2638
Grades in maths (wave 2, low to high)	2.98	1.08	1	4	3941	3.07	1.02	1	5	2431
Grades in English (wave 1, low to high)						2.97	0.96	1	5	2630
Grades in English (wave 2, low to high)	3.2	1.08	1	4	3936	3.11	0.95	1	5	2426
Unequal gender role attitudes (wave 1, low to high)	0.22	0.32	0	1	4564	0.4	0.35	0	1	2667
Average maths confidence of friends (wave 1, low to high)	3.76	0.61	1	5	4308	3.3	0.61	1	5	2625
Average maths confidence of friends (wave 2, low to high)	3.69	0.71	1	5	3458	3.37	0.66	1	5	2132
Proportion opposite-sex friends (wave 1)	0.09	0.2	0	1	4309	0.12	0.21	0	1	2625
Average gender role attitudes of friends (wave 1, low to high)	0.21	0.2	0	1	4519	0.36	0.2	0	1	2669

Table 2. Descriptives of friendship networks (‘Who are your best friends in class?’), CILS4EU data, German and Swedish part. N = 358.

	Sweden				Germany
	n = 234				n = 124
	Min	Max	Mean	SD	Min	Max	Mean	SD
Size	10.00	32.00	20.55	4.05	10.00	31.00	21.71	4.54
Density	0.01	0.32	0.14	0.05	0.02	0.36	0.17	0.05
Degrees	0.00	5.00	2.75	1.78	0.00	5.00	3.33	1.66
Avg. degree	0.08	4.70	2.70	0.84	0.50	4.68	3.29	0.78
Clustering	0.00	1.00	0.57	0.13	0.23	0.82	0.51	0.09
Jaccard index	0.03	0.68	0.36	0.12	0.10	0.75	0.38	0.10
Same gender ties (t1)	0.54	1.00	0.90	0.08	0.60	1.00	0.87	0.08
Same gender ties (t2)	0.48	1.00	0.88	0.10	0.50	1.00	0.85	0.09

Figure 1. Heatmaps of cross-tabulation maths confidence and maths grades, by country (CILS4EU data).

Figure 2. Bivariate associations of maths confidence and individual-level characteristics (CILS4EU data, wave 1).

Figure 3. Coefficient plot of main results, multilevel stochastic actor-oriented models (SAOMs), maths confidence part of the model. The plot shows the posterior mean and the credibility interval. Separate effects for gender are based on the sum of the respective main and interaction effect (for girls), and the main effect (for boys). For full results, please see Table A.11, as well as Tables A.12 to A.15.

Figure 4. Heatmaps of ego-alter selection table based on maths confidence, by friendship gender selection pattern and sub-sample. Cells are coloured according to the relative gain to ego’s objective function when choosing alters with various levels of maths confidence (red = more positive, blue = more negative). Whether differences in the relative gain between the extreme cases are significantly different from zero is shown by arrows, pointing from the lower to the higher value.

Table 3. Proportion of women enrolled in and graduating from selected STEM subjects in 1998 and 2018.

	Students		Graduates
Subject	% fem. 1998	% fem. 2018	% fem. 1998	% fem. 2018
Biology	57%	64%	56%	66%
Mathematics	41%	48%	43%	48%
Chemistry	32%	41%	27%	40%
Process Engineering	17%	38%	16%	38%
Physics	14%	29%	11%	22%
Automotive Engineering	3%	7%	2%	8%

Source: German Federal Statistical Office (2020).

German Federal Statistical Office (2020) ‘Studierende. Deutschland, Semester, Nationalität, Geschlecht, Studienfach (21311-0003)’.

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Data availability statement

The data that support the findings of this study are available at GESIS: https://search.gesis.org/research_data/ZA5656.

DOIs:

10.4232/cils4eu.5656.1.1.0 (wave 1).

10.4232/cils4eu.5656.2.1.0 (wave 2).

We provide a replication package that contains the R scripts for data preparation and analysis.