Gender and the STEM Fields in Education- and Career-Related Discussions between Finnish Parents and their Adolescent Children
DOI:
https://doi.org/10.51355/jstem.2020.93Keywords:
Career choice, gender segregation, STEM, parental involvementAbstract
Occupational gender segregation in Finland is high and persistent in the fields of science, technology, engineering, and mathematics. Previous research has concluded that, rather than differences in aptitude, gendered educational and vocational choices originate from more complex system of attitudes, self-concepts, motivations and both direct and indirect social influences, all of which shape young people’s future goals. In the sphere of social influences on career choice, parents play a special role in adolescents’ education and career exploration. This study explores two interrelated areas: firstly, the ideas expressed by Finnish adolescent children’s parents about the role of gender in education and career choices, and secondly, parent-child discussions about such ideas, especially with regard to STEM career pathways. The research data (N=103) was collected by means of an online survey. Almost half of the parents reported having had discussions about STEM careers with their children. Problematically, many parents considered that they had too little information about these careers. Our results indicate that mothers are more aware of the societal and individual consequences of occupational gender segregation than fathers are. The results also suggest that parents should be provided with up-to-date information on STEM careers and on the consequences of occupational gender segregation in order to enhance parents’ readiness to support their children in their future exploration of education and careers. Greater collaboration between homes, career counseling, teachers and relevant organizations concerned with the economic world, working life and entrepreneurship would be beneficial in promoting awareness of these aspects during adolescents’ career development.
References
Alkhazaleh, Z., & Mahasneh, A. M. (2016). Fear of failure among a sample of Jordanian undergraduate students. Psychology Research and Behavior Management, 9, 53-60. https://doi.org/10.2147/PRBM.S96384.
Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus: how families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908. https://doi.org/10.3102/0002831211433290.
Bettio, F., & Verashchagina, A. (2009). Gender Segregation in the Labour Market: Root causes, implications and policy responses in the EU. Publication office of the European Union.
Bleeker, M. M., & Jacobs, J. E. (2004). Achievement in math and science: do mothers’ beliefs matter 12 years later? Journal of Educational Psychology, 96(1), 97–109. http://dx.doi.org/10.1037/0022-0663.96.1.97.
Blakemore, J. E. O., & Hill, C. A. (2008). The child gender socialization scale: a measure to compare traditional and feminist parents. Sex Roles, 58(3–4), 192–207. https://doi.org/10.1007/s11199-007-9333-y.
Borrell-Porta, M., Costa-Font, J., & Philipp, J. (2018). The “mighty girl” effect: does parenting daughters alter attitudes towards gender norms? Oxford Economic Papers, 71(1), 25–46. https://doi.org/10.1093/oep/gpy063
Burchell, B., Hardy, V., Rubery, J., & Smith, M. (2014). A new method to understand occupational Gender segregation in European Labour Markets. European Commission.
Buschor, C. B., Kappler, C., Keck, A. F., & Berweger, S. (2014). I want to be a scientist/a teacher: students’ perceptions of career decision-making in gender-typed, non-traditional areas of work. Gender and Education, 26(7), 743–758. https://doi.org/10.1080/09540253.2014.970615
Caprile, M., Palmén, R., Sanz, P., & Dente, G. (2015). Encouraging STEM Studies for the Labour Market. European Union.
Correll, S. J. (2001). Gender and the career choice process: the role of biased self?assessments. American Journal of Sociology, 106(6), 1691–1730. https://doi.org/10.1086/321299
Dick, T. P., & Rallis, S. F. (1991). Factors and influences on high school students’ career choices. Journal for Research in Mathematics Education, 22(4), 281–292. http://dx.doi.org/10.2307/749273
Eccles, J. S. (2014). Gendered socialization of STEM interests in the family. International Journal of Gender, Science and Technology, 7(2), 116–132.
Eccles, J. S., Barber, B., & Jozefowicz, D. (1999). Linking gender to educational, occupational, and recreational choices: Applying the Eccles et al. model of achievement-related choices. In W. B. Swann, J. H. Langlois, L. C. Gilbert (Eds.), Sexism and Stereotypes in Modern Society: The Gender Science of Janet Taylor Spence., (January), 153–192. https://doi.org/10.1037/10277-007.
Eccles, J. S., Jacobs, J. E., & Harold, R. D. (1990). Gender role stereotypes, expectancy effects, and parents' socialization of gender differences. Journal of Social Issues, 46(2), 183–201. https://doi.org/10.1111/j.1540-4560.1990.tb01929.x.
European Centre for the Development of Vocational Training (Cedefop). (2016). Briefing note 9115 – Skill Shortage and Surplus Occupations in Europe. http://www.cedefop.europa.eu/en/publications-and-resources/publications/9115
European Institute of Gender Equality (EIGE). (2017a). Gender Equality Index 2017. Measuring gender equality in the European Union 2005-2015. Report.
European Institute for Gender Equality (EIGE) (2017b). Gender segregation in education, training and the labour market. Review of the implementation of the Beijing Platform for Action in the EU Member States. Brussels, 23 November 2017.
Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychological Bulletin, 136(1), 103–127. https://doi.org/10.1037/a0018053
Finnish Ministry of Education and Culture. (2020). Finnish education system. https://minedu.fi/en/education-system
Finnish National Board of Education (FNBE). (2014). National core curriculum for basic education 2014. Finnish National Board of Education.
Frome, P. M., & Eccles, J. S. (1998). Parents' influence on children's achievement-related perceptions. Journal of Personality and Social Psychology, 74(2), 435-452. http://dx.doi.org/10.1037/0022-3514.74.2.435
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3–4), 153–166. https://doi.org/10.1007/s11199-011-9996-2
Grusec, J. E., & Hastings, P. D. (2016). Handbook of socialization: Theory and research. The Guilford Press.
Hall, C., Dickerson, J., Batts, D., Kauffmann, P., & Bosse, M. (2011). Are we missing opportunities to encourage interest in STEM fields? Journal of Technology Education, 23(1), 32–46. https://doi.org/10.21061/jte.v23i1.a.4
Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science. Psychological Science, 23(8), 899–906. https://doi.org/10.1177/0956797611435530
Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: a meta-analysis. Psychological Bulletin, 107(2), 139–155. http://dx.doi.org/10.1037/0033-2909.107.2.139
Ing, M. (2014). Can parents influence children’s mathematics achievement and persistence in stem careers? Journal of Career Development, 41(2), 87–103. https://doi.org/10.1177/0894845313481672
Jacobs, J. E. (1991). Influence of gender stereotypes on parent and child mathematics attitudes. Journal of Educational Psychology, 83(4), 518–527. http://dx.doi.org/10.1037/0022-0663.83.4.518
Jacobs, J. E., Chhin, C. S., & Bleeker, M. M. (2006). Enduring links: parents’ expectations and their young adult children’s gender-typed occupational choices. Educational Research and Evaluation, 12(4), 395–407. https://doi.org/10.1080/13803610600765851
Jacobs, J. E., Davis-Kean, P., Bleeker, M., Eccles, J. S., & Malanchuk, O. (2005). "I can, but I don't want to": The Impact of Parents, Interests, and Activities on Gender Differences in Math. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (p. 246–263). Cambridge University Press.
Jacobs, J. E., & Eccles, J. S. (1992). The impact of mothers’ gender-role stereotypic beliefs on mothers’ and children’s ability perceptions. Journal of Personality and Social Psychology, 63(6), 932–944. https://doi.org/10.1037/0022-3514.63.6.932
Leaper, C. (2015). Gender and social-cognitive development. In L. S. Liben, U. Müller, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Cognitive processes (p. 806–853). John Wiley & Sons Inc.
Lytton, H., & Romney, D. M. (1991). Parents’ differential socialization of boys and girls: A meta-analysis. Psychological Bulletin, 109(2), 267–296. https://doi.org/10.1037/0033-2909.109.2.267
Makwinya, N. M., & Hofman, R. H. (2015). Gender and age disparities in sciences: the question of parental influence on children’s self-concept and utility-value. Journal of Education and Practice, 6(13), 70–75. https://doi.org/10.1037/a0036981
Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution. Advances in Mathematics Education Approaches to Qualitative Research in Mathematics Education, 365–380. http://www.ssoar.info/ssoar/handle/document/39517
Mcgregor, H. & A. Elliot (2005). The shame of failure: examining the link between fear of failure and shame. Personality and Social Psychology Bulletin, 31(2). https://doi.org/10.1177/0146167204271420
Murphy, C., & Beggs, J. (2005). Primary science in the UK: A Scoping Study. Final Report to the Wellcome Trust. Wellcome Trust. https://wellcomecollection.org/works/hs55sq6j
National Science Foundation (2019). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019. Special Report NSF 19-304. Arlington, VA. https://ncses.nsf.gov/pubs/nsf19304/digest/field-of-degree-women
O’Dea, R. E., Lagisz, M., Jennions, M. D., & Nakagawa, S. (2018). Gender differences in individual variation in academic grades fail to fit expected patterns for STEM. Nature Communications, 9(1). http://dx.doi.org/10.1038/s41467-018-06292-0
Official Statistics of Finland (OSF). (2017a). Vocational education. Helsinki: Statistics Finland. http://www.stat.fi/til/aop/2017/aop_2017_2018-09-27_tie_001_en.html
Official Statistics of Finland (OSF). (2017b). University of applied sciences education. http://www.stat.fi/til/akop/2017/akop_2017_2018-04-18_tie_001_en.html
Official Statistics of Finland (OSF). (2019): Trade. https://www.stat.fi/tup/suoluk/suoluk_kotimaankauppa_en.html
Organisation for Economic Co-operation and Development (OECD). (2015). The ABC of gender equality in education: Aptitude, behaviour, confidence, PISA. OECD Publishing.
Organisation for Economic Co-operation and Development (OECD). (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. OECD Publishing
Organisation for Economic Co-operation and Development (OECD). (2008). Encouraging student interest in science and technology studies. Global Science Forum. http://browse.oecdbookshop.org/oecd/pdfs/product/0308011e.pdf
Parsons, J. E., Adler, T. F., & Kaczala, C. M. (1982). Socialization of achievement attitudes and beliefs: parental influences. Child Development, 53(2), 310. https://doi.org/10.2307/1128973
Publications Office. (2015). Matching Skills and Jobs in Europe: Insights From Cedefop's European Skills and Jobs Survey. https://www.cedefop.europa.eu/en/publications-and-resources/publications/8088
Rice, L., Barth, J. M., Guadagno, R. E., Smith, G. P. A., & Mccallum, D. M. (2012). The role of social support in students’ perceived abilities and attitudes toward math and science. Journal of Youth and Adolescence, 42(7), 1028–1040. https://doi.org/10.1007/s10964-012-9801-8
Räty, H., & Kasanen, K. (2007). Gendered views of ability in parents’ perceptions of their children’s academic competencies. Sex Roles, 56(1-2), 117-124. https://doi.org/10.1007/s11199-006-9153-5
Shin, J., Lee, H., Mccarthy-Donovan, A., Hwang, H., Yim, S., & Seo, E. (2015). Home and motivational factors related to science-career pursuit: gender differences and gender similarities. International Journal of Science Education, 37(9), 1478–1503. https://doi.org/10.1080/09500693.2015.1042941
Statistics Finland. (2018). Gender Equality in Finland. http://www.stat.fi/tup/julkaisut/tiedostot/julkaisuluettelo/yyti_gef_201800_2018_19723_net.pdf
Tenenbaum, H. R., & Leaper, C. (2002). Are parents’ gender schemas related to their children’s gender-related cognitions? A meta-analysis. Developmental Psychology, 38(4), 615–630. https://doi.org/10.1037//0012-1649.38.4.615
Tenenbaum, H. R., & Leaper, C. (2003). Parent-child conversations about science: The socialization of gender inequities? Developmental Psychology, 39(1), 34–47. https://doi.org/10.1037/0012-1649.39.1.34
Tiedemann, J. (2000). Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92(1), 144–151. https://doi.org/10.1037/0022-0663.92.1.144
Trochim, W. M. (2006). Survey research. Research Methods Knowledge Base (2nd ed.).
van Tuijl, C., & van der Molen, J. H. W. (2016). Study choice and career development in STEM fields: an overview and integration of the research. International Journal of Technology and Design Education, 26(2), 159–183. https://doi.org/10.1007/s10798-015-9308-1
United Nations Development Programme (UNDP) (2017). Human Development Reports. Gender Inequality Index. http://hdr.undp.org/en/composite/GII
U.S. Department of Labor, Bureau of Labor Statistics. (2018). Labor Force Statistics from the Current Population Survey, Household Data, annual averages. https://www.bls.gov/cps/cpsaat11.htm
Wang, M.-T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 304-340. https://doi.org/10.1016/j.dr.2013.08.001
Yee, D. K., & Eccles, J. S. (1988). Parent perceptions and attributions for children’s math achievement. Sex Roles, 19(5–6), 317–333. https://doi.org/10.1007/BF00289840
