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To be a STEM or not to be a STEM: Why do countries differ?

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  • Bruna Bruno
  • Marisa Faggini

Abstract

This paper proposes a theoretical analysis and an empirical investigation on simultaneous choices of an enrolment and discipline field, comparing science, technology, engineering, and mathematics (STEM) to non‐STEM fields, to enlighten economic variables influencing students. The cross‐country analysis of 35 countries in the period 2013–2016 tries to disentangle factors shifting students from one choice to another and why countries differ in directing students toward specific disciplines. The results show that expenditures in R&D convince more students to choose STEM disciplines, whereas population density and the expected years of schooling have a negative impact on the percentage of STEM enrolments. As a whole, it appears that STEM enrolments are chosen for investment motives, whereas non‐STEM enrolments are less guided by economic factors and more dependent on a consumption effect.

Suggested Citation

  • Bruna Bruno & Marisa Faggini, 2021. "To be a STEM or not to be a STEM: Why do countries differ?," Growth and Change, Wiley Blackwell, vol. 52(3), pages 1535-1551, September.
    • Handle: RePEc:bla:growch:v:52:y:2021:i:3:p:1535-1551
    DOI: 10.1111/grow.12494
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    References listed on IDEAS

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