2021/03/02 by Hani Mansour, Daniel I. Rees, Bryson M. Rintala +3 · 1 voice · 24 citations
Engineering · Medicine · Psychology · Social Sciences · #Bachelor #Bachelor degree #Career Development and Diversity #Demographic economics #Demography #Economics #Engineering Education and Curriculum Development #Gender gap #Gender studies #Gerontology #Higher Education Research Studies #Mathematics education #Medical education #Medicine #Political science #Psychology #Sociology #Women in science
paper · doi:10.1177/0019793921994832
published in Industrial and Labor Relations Review 75(3), 693-715 (SAGE Publishing)
openalex publication_date 2021/03/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/26
Although women earn approximately 50% of science, technology, engineering, and math (STEM) bachelor’s degrees, more than 70% of scientists and engineers are men. The authors explore a potential determinant of this STEM gender gap using newly collected data on the career trajectories of United States Air Force Academy students. Specifically, they examine the effects of being assigned female math and science professors on occupation choice and postgraduate education. The results indicate that, among high-ability female students, being assigned a female professor leads to substantial increases in the probability of working in a STEM occupation and the probability of receiving a STEM master’s degree.