Many high-paying jobs in developed countries are in the fields of science, technology, engineering and math (STEM). For example, in the United States the average annual wages of STEM workers are significantly above the country average (Cover, Jones and Watson, 2011); STEM workers had 26 percent higher wages than their non-STEM counterparts in 2010 (Langdon et al., 2011). In Taiwan, of the top ten highest paying industries in 2011, STEM-related fields took eight places (Marginson et al., 2013). The high wages of STEM jobs may be because STEM workers drive a nation’s competitiveness and economic growth by generating new ideas, new companies and new industries through scientific advances and technological innovation (Marginson et al., 2013; Carnevale et al., 2011; Atkinson and Mayo, 2010). The Academy of the Social Sciences in
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One possible explanation is that there are biological differences—in terms of inherent differences between men and women in cognitive and problem-solving abilities (Kimura, 1999; Byrnes, 2005; Baron-Cohen, 2003; Halpern et al., 2007). However, research on sex differences in brain structure and hormones is inconclusive in explaining women’s underachievement in math (Ceci et al, 2009). Other researchers state that some of the math achievement gender gap might be attributed to discriminatory resource allocation towards girls (Fryer and Levitt, 2010; Hannum et al., 2009). When families are poor, it is possible that they decide to invest scare resources in boys and not girls. It is also possible that in some cases, due to parental (or teacher) perceptions of differential labor market outcomes for girls and boys, boys are likely to gain more parental (or teacher) concern and educational investment (instructional effort) than girls especially in the areas of math and science (Hannum et al., 2009; Gaea et al.,
One possible explanation is that there are biological differences—in terms of inherent differences between men and women in cognitive and problem-solving abilities (Kimura, 1999; Byrnes, 2005; Baron-Cohen, 2003; Halpern et al., 2007). However, research on sex differences in brain structure and hormones is inconclusive in explaining women’s underachievement in math (Ceci et al, 2009). Other researchers state that some of the math achievement gender gap might be attributed to discriminatory resource allocation towards girls (Fryer and Levitt, 2010; Hannum et al., 2009). When families are poor, it is possible that they decide to invest scare resources in boys and not girls. It is also possible that in some cases, due to parental (or teacher) perceptions of differential labor market outcomes for girls and boys, boys are likely to gain more parental (or teacher) concern and educational investment (instructional effort) than girls especially in the areas of math and science (Hannum et al., 2009; Gaea et al.,