2019/08/20 by Ran Liu · 27 citations
Psychology · Social Sciences · #Argument (complex analysis) #Ethnic group #Gender Politics and Representation #Gender Roles and Identity Studies #Gender studies #Instrumentalism #Law #Political science #Poverty, Education, and Child Welfare #Privilege (computing) #Psychology #Social psychology #Social science #Sociology #Sociology of Education
paper · open access · doi:10.1093/sf/soz137
published in Social Forces 99(1), 230-254 (Oxford University Press)
openalex publication_date 2019/08/20 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Abstract When studying the persistent underrepresentation of a women in science, engineering, technology, and mathematics (STEM) fields across different countries, some evidence shows a paradox of affluence: gender differences in STEM aspirations and outcomes are found to be more pronounced in more developed, postindustrial countries and among students from more affluent families. The argument of “indulging gendered selves” provides an explanation: students in more affluent settings are less compelled to pursue lucrative STEM careers and more encouraged to indulge gendered passions as a form of self-expression. Extending this argument, this paper uses nationally representative data from China to examine the effect of family privileges on adolescents’ STEM aspirations. Two distinct mechanisms are identified: instrumentalism, which considers the instrumental calculation of material security and economic returns in developing career aspirations, and (de) stereotyping, which considers whether family privileges cultivate or alleviate gender stereotypes. Findings show that less privileged girls such as ethnic minorities and those having rural hukou tend to have higher instrumental motivation to learn math, indicating an instrumentalism mechanism; on the other hand, girls with privileges such as higher parental education and more books at home enjoy more gender-egalitarian values, indicating a de-stereotyping mechanism. Moreover, Internet access at home as a privilege can foster gender stereotypes and decrease students’ motivation to learn math, and the latter association is stronger for girls than boys. Results suggest the importance of distinguishing the instrumentalism and (de) stereotyping mechanisms and the need for educational programs to refute gender stereotypes.