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Is the proportion of female STEM teachers in secondary education related to women’s enrollment in tertiary education STEM programs?

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  • Dulce-Salcedo, Olga Victoria
  • Maldonado, Darío
  • Sánchez, Fabio

Abstract

There is significant underrepresentation of women majoring in science, technology, engineering, and math (STEM) internationally as well as in Colombia. This study analyzes the relation between being exposed to female STEM teachers during secondary education and female graduates’ enrollment in tertiary STEM programs. For this purpose, the study uses data from secondary education graduates from Bogotá between 2010 and 2013, and employs a linear probability model. The results indicate that female students that were exposed to a higher proportion of female STEM teachers during secondary education have a higher probability of enrollment in tertiary STEM programs, while such a relation is not observed for men. However, this relation does not fully offset the lower rate of women’s enrollment in STEM. We perform additional exercises that allow to argue that the relation is in line with the hypothesis that female STEM teachers influence field career decisions of female secondary education graduates and not those of male students.

Suggested Citation

  • Dulce-Salcedo, Olga Victoria & Maldonado, Darío & Sánchez, Fabio, 2022. "Is the proportion of female STEM teachers in secondary education related to women’s enrollment in tertiary education STEM programs?," International Journal of Educational Development, Elsevier, vol. 91(C).
    • Handle: RePEc:eee:injoed:v:91:y:2022:i:c:s0738059322000414
    DOI: 10.1016/j.ijedudev.2022.102591
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