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Does more maths and natural sciences in high school increase the share of female STEM workers? Evidence from a curriculum reform

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  • Martin Biewen
  • Jakob Schwerter

Abstract

This paper studies the consequences of a curriculum reform of the last two years of high school in one of the German federal states on the share of male and female students who complete degrees in STEM subjects and later work in STEM occupations. The reform had two important aspects: (i) it equalized all students’ exposure to maths by making advanced maths compulsory in the last two years of high school; and (ii) increased the instruction time from three to four hours per week and increased the level of instruction in maths and the natural sciences for some 80% of students, more so for females than for males. Our results suggest that, despite its substantial nature, the reform did not change the share of men completing STEM degrees but reduced the share of women graduating from STEM programmes. Moreover, we do not find general reform effects on the share of individuals working in STEM occupations after graduation for both men and women.

Suggested Citation

  • Martin Biewen & Jakob Schwerter, 2022. "Does more maths and natural sciences in high school increase the share of female STEM workers? Evidence from a curriculum reform," Applied Economics, Taylor & Francis Journals, vol. 54(16), pages 1889-1911, April.
    • Handle: RePEc:taf:applec:v:54:y:2022:i:16:p:1889-1911
    DOI: 10.1080/00036846.2021.1983139
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    Cited by:

    1. Schwerter, Jakob & Netz, Nicolai & Hübner, Nicolas, 2024. "Does instructional time at school influence study time at university? Evidence from an instructional time reform," Economics of Education Review, Elsevier, vol. 100(C).
    2. Graziella Bertocchi & Luca Bonacini & Marina Murat, 2023. "Adams and Eves: High school math and the gender gap in Economics majors," Economic Inquiry, Western Economic Association International, vol. 61(4), pages 798-817, October.
    3. Katja Maria Kaufmann & Mark Jeffrey Spils, 2024. "The Long-Run Effects of STEM-Hours in High School: Evidence From Dutch Administrative Data," CRC TR 224 Discussion Paper Series crctr224_2024_536, University of Bonn and University of Mannheim, Germany.

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