Gender, self-efficacy and attrition from STEM programmes: evidence from Danish survey and registry data

References

• Astorne-Figari, C., and J. D. Speer. 2018. “Drop Out, Switch Majors, or Persist? The Contrasting Gender Gaps.” Economics Letters 164: 82–5. doi:10.1016/j.econlet.2018.01.010.
   Web of Science ®Google Scholar
• Bandura, A. 1997. Self-Efficacy: The Exercise of Control. W H Freeman/Times Books/ Henry Holt and Co.
   Google Scholar
• Bian, L., S. J. Leslie, and A. Cimpian. 2017. “Gender Stereotypes About Intellectual Ability Emerge Early and Influence Children’s Interests.” Science 355 (6323): 389–91. doi:10.1126/science.aah6524.
   PubMed Web of Science ®Google Scholar
• Bian, L., S. J. Leslie, M. C. Murphy, and A. Cimpian. 2018. “Messages About Brilliance Undermine Women's Interest in Educational and Professional Opportunities.” Journal of Experimental Social Psychology 76: 404–20. doi:10.1016/j.jesp.2017.11.006.
   Web of Science ®Google Scholar
• Brenøe, A. A., and U. Zölitz. 2020. “Exposure to More Female Peers Widens the Gender gap in Stem Participation.” Journal of Labor Economics 38 (4): 1009–54. doi:10.1086/706646.
   Web of Science ®Google Scholar
• Buchmann, C., and D. A. Thomas. 2006. “The Growing Female Advantage in College Completion: The Role of Family Background and Academic Achievement.” American Sociological Review 71 (4): 515–41. doi:10.1177/000312240607100401.
   Web of Science ®Google Scholar
• Cavallo, A. M., W. H. Potter, and M. Rozman. 2004. “Gender Differences in Learning Constructs, Shifts in Learning Constructs, and Their Relationship to Course Achievement in a Structured Inquiry, Yearlong College Physics Course for Life Science Majors.” School Science and Mathematics 104 (6): 288–300. doi:10.1111/j.1949-8594.2004.tb18000.x.
   Google Scholar
• Cech, E. A. 2013. “The Self-Expressive Edge of Occupational Sex Segregation.” American Journal of Sociology 119 (3): 747–89. doi:10.1086/673969
   Web of Science ®Google Scholar
• Cech, E., B. Rubineau, S. Silbey, and C. Seron. 2011. “Professional Role Confidence and Gendered Persistence in Engineering.” American Sociological Review 76 (5): 641–66. doi:10.1177/0003122411420815.
   Web of Science ®Google Scholar
• Charles, M. 2011. “A World of Difference: International Trends in Women’s Economic Status.” Annual Review of Sociology 37: 355–71. doi:10.1146/annurev.soc.012809.102548.
   Web of Science ®Google Scholar
• Charles, M. 2017. “Venus, Mars, and Math: Gender, Societal Affluence, and Eighth Graders’ Aspirations for STEM.” Socius Sociological Research for a Dynamic World 3: 1–16. doi:10.1177/2378023117697179.
   Google Scholar
• Charles, M., and K. Bradley. 2009. “Indulging Our Gendered Selves? Sex Segregation by Field of Study in 44 Countries.” American Journal of Sociology 114 (4): 924–76. doi:10.1086/595942.
   PubMed Web of Science ®Google Scholar
• Charles, M., and David B. Grusky. 2004. Occupational Ghettos: The Worldwide Segregation of Women and Men. Stanford: Stanford University Press.
   Google Scholar
• Charles, M., and D. Grusky. 2011. “Egalitarianism and Gender Inequality.” In The Inequality Reader: Contemporary and Foundational Readings in Race, Class, and Gender, edited by D. Grusky and S. Szelényi, 327–342. Boulder: Westview Press.
   Google Scholar
• Charles, M., B. Harr, E. Cech, and A. Hendley. 2014. “Who Likes Math Where? Gender Differences in Eighth-Graders’ Attitudes Around the World.” International Studies in Sociology of Education 24 (1): 85–112. doi:10.1080/09620214.2014.895140.
   Google Scholar
• Cheryan, S., S. A. Ziegler, A. K. Montoya, and L. Jiang. 2017. “Why Are Some STEM Fields More Gender Balanced Than Others?” Psychological Bulletin 143 (1): 1–35. doi:10.1037/bul0000052.
   PubMed Web of Science ®Google Scholar
• Cimpian, J. R., T. H. Kim, and Z. T. Mcdermott. 2020. “Understanding Persistent Gender Gaps in STEM.” Science 368 (6497): 1317–1319. doi:10.1126/science.aba7377.
   PubMed Web of Science ®Google Scholar
• Correll, S. J. 2001. “Gender and the Career Choice Process: The Role of Biased Self-Assessments.” American Journal of Sociology 106 (6): 1691–730. doi:10.1086/321299.
   Web of Science ®Google Scholar
• Correll, S. J. 2004. “Constraints Into Preferences: Gender, Status, and Emerging Career Aspirations.” American Sociological Review 69 (1): 93–113. doi:10.1177/000312240406900106.
   Web of Science ®Google Scholar
• Correll, S. J., and C. Ridgeway. 2006. “Expectation States Theory.” In Handbook of Social Psychology, edited by J. D. DeLamater, and A. Ward, 29–51. Boston, MA: Springer.
   Google Scholar
• DAMVAD. 2016. Piger i Science, Technology, Engineering and Mathematics (STEM). Kortlægning af udfordringer inden for køn, ligestilling og uddannelse i Norden. DAMVAD Analytics.
   Google Scholar
• De Clercq, M., B. Galand, and M. Frenay. 2017. “Transition from High School to University: A Person-Centered Approach to Academic Achievement.” European Journal of Psychology of Education 32 (1): 39–59. doi:10.1007/s10212-016-0298-5.
   Web of Science ®Google Scholar
• Eccles, J. S.. 2007. “Where Are All the Women? Gender Differences in Participation in Physical Science and Engineering.” In Why Aren't More Women in Science?, edited by S. J. Ceci and W. M. Williams, 199–210. Washington DC: American Psychological Association.
   Google Scholar
• Ellis, J., K. B. Fosdick, and C. Rasmussen. 2016. “Women 1.5 Times More Likely to Leave STEM Pipeline After Calculus Compared to Men: Lack of Mathematical Confidence a Potential Culprit.” PLoS ONE 11 (7): e0157447. doi:10.1371/journal.pone.0157447.
   PubMed Web of Science ®Google Scholar
• Ferla, J., M. Valcke, and Y. Cai. 2009. “Academic Self-Efficacy and Academic Self-Concept: Reconsidering Structural Relationships.” Learning and Individual Differences 19 (4): 499–505. doi:10.1016/j.lindif.2009.05.004.
   Web of Science ®Google Scholar
• Fisher, A., and J. Margolis. 2002. “Unlocking the Clubhouse: The Carnegie Mellon Experience.” ACM SIGCSE Bulletin 34 (2): 79–83. doi:10.1145/543812.543836.
   Google Scholar
• Freedman, D. A., and R. A. Berk. 2008. “Weighting Regressions by Propensity Scores.” Evaluation Review 32 (4): 392–409. doi:10.1177/0193841X08317586.
   PubMed Web of Science ®Google Scholar
• Griffith, A. L. 2010. “Persistence of Women and Minorities in STEM Field Majors: Is it the School That Matters?” Economics of Education Review 29 (6): 911–22. doi:10.1016/j.econedurev.2010.06.010.
   Web of Science ®Google Scholar
• Höhne, E., and L. Zander. 2019. “Belonging Uncertainty as Predictor of Dropout Intentions among First-Semester Students of the Computer Sciences.” Zeitschrift Für Erziehungswissenschaft 22 (5): 1099–119. doi:10.1007/s11618-019-00907-y
   Web of Science ®Google Scholar
• Holmegaard, H. T., L. M. Madsen, and L. Ulriksen. 2014. “A Journey of Negotiation and Belonging: Understanding Students’ Transitions to Science and Engineering in Higher Education.” Cultural Studies of Science Education 9 (3): 755–86. doi:10.1007/s11422-013-9542-3.
   Google Scholar
• Holmegaard, H. T., L. Ulriksen, and L. M. Madsen. 2012. “The Process of Choosing What to Study: A Longitudinal Study of Upper Secondary Students' Identity Work When Choosing Higher Education.” Scandinavian Journal of Educational Research 58 (1): 1–20. doi:10.1080/00313831.2012.696212.
   Web of Science ®Google Scholar
• Honicke, T., and J. Broadbent. 2016. “The Influence of Academic Self-Efficacy on Academic Performance: A Systematic Review.” Educational Research Review 17: 63–84. doi:10.1016/j.edurev.2015.11.002.
   Web of Science ®Google Scholar
• Kohler, U., K. B. Karlson, and A. Holm. 2011. “Comparing Coefficients of Nested Nonlinear Probability Models.” The Stata Journal: Promoting Communications on Statistics and Stata 11 (3): 420–38. doi:10.1177/1536867X1101100306.
   Google Scholar
• Leslie, S. J., A. Cimpian, M. Meyer, and E. Freeland. 2015. “Expectations of Brilliance Underlie Gender Distributions Across Academic Disciplines.” Science 347(6219): 262–5. doi:10.1126/science.1261375.
   Web of Science ®Google Scholar
• Lewis, K. L., J. G. Stout, N. D. Finkelstein, S. J. Pollock, A. Miyake, G. L. Cohen, and T. A. Ito. 2017. “Fitting in to Move Forward: Belonging, Gender, and Persistence in the Physical Sciences, Technology, Engineering, and Mathematics (pSTEM).” Psychology of Women Quarterly 41 (4): 420–36. doi:10.1177/0361684317720186.
   Web of Science ®Google Scholar
• Lin, G.-Y. 2016. “Self-Efficacy Beliefs and Their Sources in Undergraduate Computing Disciplines: An Examination of Gender and Persistence.” Journal of Educational Computing Research 53 (4): 540–61. doi:10.1177/0735633115608440.
   Web of Science ®Google Scholar
• MacPhee, D., S. Farro, and S. S. Canetto. 2013. “Academic Self-Efficacy and Performance of Underrepresented STEM Majors: Gender, Ethnic, and Social Class Patterns.” Analyses of Social Issues and Public Policy 13 (1): 347–69. doi:10.1111/asap.12033.
   Web of Science ®Google Scholar
• Meyer, J., and S. Strauß. 2019. “The Influence of Gender Composition in a Field of Study on Students’ Drop-out of Higher Education.” European Journal of Education 54 (3): 443–56. doi:10.1111/ejed.12357.
   Web of Science ®Google Scholar
• Moakler Jr, M. W., and M. M. Kim. 2014. “College Major Choice in STEM: Revisiting Confidence and Demographic Factors.” The Career Development Quarterly 62 (2): 128–42. doi:10.1002/j.2161-0045.2014.00075.x.
   Web of Science ®Google Scholar
• Myklebust, R. B. 2019. “Resistance and Persistence: Exploring Gender-Untypical Educational Choices.” British Journal of Sociology of Education 40 (2): 254–68. doi:10.1080/01425692.2018.1529553.
   Web of Science ®Google Scholar
• Nielsen, T., I. S. Friderichsen, and B. T. Hartkopf. 2019. “Measuring Academic Learning and Exam Self-Efficacy at Admission to University and its Relation to First-Year Attrition.” Frontline Learning Research 7 (3): 91–118. doi:10.14786/flr.v7i3.503.
   Google Scholar
• Nix, S., and L. Perez-Felkner. 2019. “Difficulty Orientations, Gender, and Race/Ethnicity: An Intersectional Analysis of Pathways to STEM Degrees.” Social Sciences 8 (2): 1–29. doi:10.3390/socsci8020043.
   Google Scholar
• Penner, A. M., and R. Willer. 2019. “Men’s Overpersistence and the Gender gap in Science and Mathematics.” Socius 5: 1–17. doi:10.1177/2378023118821836.
   Google Scholar
• Pintrich, P. R., D. A. F. Smith, T. Garcia, and W. J. McKeachie. 1991. A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Technical Report No. 91-8-004. Ann Arbor: The Regents of The University of Michigan.
   Google Scholar
• Raabe, I. J., Z. Boda, and C. Stadtfeld. 2019. “The Social Pipeline: How Friend Influence and Peer Exposure Widen the STEM Gender gap.” Sociology of Education 92 (2): 105–23. doi:10.1177/0038040718824095.
   Web of Science ®Google Scholar
• Raelin, J. A., M. B. Bailey, J. Hamann, L. K. Pendleton, R. Reisberg, and D. L. Whitman. 2014. “The Gendered Effect of Cooperative Education, Contextual Support, and Self-Efficacy on Undergraduate Retention.” Journal of Engineering Education 103 (4): 599–624. doi:10.1002/jee.20060.
   Web of Science ®Google Scholar
• Ross, J. A., G. Scott, and C. D. Bruce. 2012. “The Gender Confidence gap in Fractions Knowledge: Gender Differences in Student Belief Achievement Relationships.” School Science and Mathematics 112: 278–88. doi:10.1111/j.1949-8594.2012.00144.x.
   Google Scholar
• Rosson, M. B., J. M. Carroll, and H. Sinha. 2011. “Orientation of Undergraduates Toward Careers in the Computer and Information Sciences: Gender, Self-Efficacy and Social Support.” ACM Transactions on Computing Education 11: 1–23. doi:10.1145/2037276.2037278.
   Google Scholar
• Rundgren, S.-N. C., Y.-I. Sun, and A. Jidesjo. 2019. “Examining Gender Differences in Students’ Entrance Into and Persistence in STEM Programmes in Swedish Higher Education.” The European Journal of Educational Sciences 6 (1): 66–94.
   Google Scholar
• Saltiel, F. 2022. “Multidimensional Skills and Gender Differences in STEM Majors.” The Economic Journal 133 (651): 1217–1247. doi:10.1093/ej/ueac079.
   Web of Science ®Google Scholar
• Sanabria, T., and A. Penner. 2017. “Weeded out? Gendered Responses to Failing Calculus.” Social Sciences 6 (2): 1–14. doi:10.3390/socsci6020047.
   Google Scholar
• Sawtelle, V., E. Brewe, and L. H. Kramer. 2012. “Exploring the Relationship Between Self-Efficacy and Retention in Introductory Physics.” Journal of Research in Science Teaching 49: 1096–121. doi:10.1002/tea.21050.
   Web of Science ®Google Scholar
• Sax, L. J. 1994a. “Mathematical Self-Concept: How College Reinforces the Gender gap.” Research in Higher Education 35: 141–66. doi:10.1007/BF02496699.
   Web of Science ®Google Scholar
• Sax, L. J. 1994b. “Predicting Gender and Major-Field Differences in Mathematical Self-Concept During College.” Journal of Women and Minorities in Science and Engineering 1: 291–307. doi:10.1615/JWomenMinorScienEng.v1.i4.30.
   Google Scholar
• Sax, L., M. Kanny, T. Riggers-Piehl, H. Whang, and L. Paulson. 2015. “'But I’m Not Good at Math’: The Changing Salience of Mathematical Self-Concept in Shaping Women’s and Men’s STEM Aspirations.”.” Research in Higher Education 56 (8): 813–42. doi:10.1007/s11162-015-9375-x.
   Web of Science ®Google Scholar
• Schunk, D. H. 1991. “Self-Efficacy and Academic Motivation.” Educational Psychologist 26 (3/4): 207–231.
   Web of Science ®Google Scholar
• Schunk, D., J. Meece, and P. Pintrich. 2014. Motivation in Education: Theory, Research and Applications. 4th ed. Boston: Pearson.
   Google Scholar
• Sikora, J., and A. Pokropek. 2012. “Gender Segregation of Adolescent Science Career Plans in 50 Countries.” Science Education 96 (2): 234–64. doi:10.1002/sce.20479.
   Web of Science ®Google Scholar
• Stoet, G., and D. Geary. 2018. “The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education.” Psychological Science 29 (4): 581–593. doi:10.1177/0956797617741719.
   PubMed Web of Science ®Google Scholar
• Teknologipagten. 2019. “Overview of STEM-Programmes in Denmark in 2019.” https://www.ennyverden.nu/#studier. Last visited 13-12-2021.
   Google Scholar
• Thébaud, S., and M. Charles. 2018. “Segregation, Stereotypes, and STEM.” Social Sciences 7 (7): 1–18. doi:10.3390/socsci7070111.
   Google Scholar
• Thomsen, J. P. 2012. “Exploring the Heterogeneity of Class in Higher Education: Social and Cultural Differentiation in Danish University Programmes.” British Journal of Sociology of Education 33 (4): 565–85. doi:10.1080/01425692.2012.659458.
   Web of Science ®Google Scholar
• Thomsen, J. P., M. D. Munk, M. Eiberg-Madsen, and G. I. Hansen. 2013. “The Educational Strategies of Danish University Students from Professional and Working-Class Backgrounds.” Comparative Education Review 57 (3): 457–80. doi:10.1086/670806.
   Web of Science ®Google Scholar
• UFM. 2022. “Optagelsen 2022: STEM, it og ingeniører” Uddannelses- og forskningsstyrelsen.” https://ufm.dk/uddannelse/statistik-og-analyser/sogning-og-optag-pa-videregaende-uddannelser/2022/notat-4-stem-it-og-ingeniorer.pdf.
   Google Scholar
• Ulriksen, L., L. M. Madsen, and H. T. Holmegaard. 2010. “What do we Know About Explanations for Drop out/opt out among Young People from STM Higher Education Programmes?” Studies in Science Education 46 (2): 209–44. doi:10.1080/03057267.2010.504549.
   Web of Science ®Google Scholar
• Ulriksen, L., L. M. Madsen, and H. T. Holmegaard. 2015. “The First-Year Experience: Students’ Encounter with Science and Engineering Programmes.” In Understanding Student Participation and Choice in Science and Technology Education, edited by E. K. Henriksen, J. Dillon, and J. Ryder (Red.), 241–57. Dordrecht: Springer Netherlands. doi:10.1007/978-94-007-7793-4_15.
   Google Scholar
• Wang, M.-T., and J. Degol. 2013. “Motivational Pathways to STEM Career Choices: Using Expectancy–Value Perspective to Understand Individual and Gender Differences in STEM Fields.” Developmental Review 33 (4): 304–40. doi:10.1016/j.dr.2013.08.001.
   Web of Science ®Google Scholar
• Wang, M.-T., J. S. Eccles, and S. Kenny. 2013. “Not Lack of Ability but More Choice: Individual and Gender Differences in Choice of Careers in Science, Technology, Engineering, and Mathematics.” Psychological Science 24 (5): 770–5. doi:10.1177/0956797612458937.
   PubMed Web of Science ®Google Scholar
• Weeden, K. A., D. Gelbgiser, and S. L. Morgan. 2020. “Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion.” Sociology of Education 93 (4): 297–314. doi:10.1177/0038040720928484.
   Web of Science ®Google Scholar
• Weiser, D. A., and H. R. Riggio. 2010. “Family Background and Academic Achievement: Does Self-Efficacy Mediate Outcomes?” Social Psychology of Education 13 (3): 367–83. doi:10.1007/s11218-010-9115-1.
   Web of Science ®Google Scholar
• Young, A. M., P. J. Wendel, J. M. Esson, and K. M. Plank. 2018. “Motivational Decline and Recovery in Higher Education STEM Courses.” International Journal of Science Education 40 (9): 1016–33. doi:10.1080/09500693.2018.1460773.
   Web of Science ®Google Scholar
• Zimmerman, B. J., A. Bandura, and M. Martinez-Pons. 1992. “Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting.” American Educational Research Journal 29 (3): 663–76. doi:10.3102/00028312029003663.
   Web of Science ®Google Scholar