Erst vor ein paar Monaten wieder, einer der deutschen Astronauten in irgendeinem Nachmittagsformat des ÖRR: Nordic Stem Paradox erklärt manches und wird daher von Bildungsideologen / Funktionären ignoriert.
(Hervorhebung von mir) :
Quelle: Consensus AI via ChatGPT:
The "Nordic STEM Paradox" refers to the phenomenon where countries with higher levels of gender equality, particularly in the Nordic region, exhibit lower percentages of women pursuing degrees in science, technology, engineering, and mathematics (STEM) fields. Despite substantial gender equality, these countries face significant gender disparities in certain STEM disciplines.
Evidence
Gender Equality and STEM Participation:
Research shows that despite high gender equality, Nordic countries have a lower percentage of women in STEM fields such as computer science, engineering, and physics compared to less gender-equal countries (Cherney, 2023).
The study by Stoet and Geary (2018) highlights that sex differences in academic strengths and STEM degree pursuit increase with higher national gender equality, suggesting that gender-equal societies might amplify inherent academic and career preferences (Stoet & Geary, 2018).
Factors Contributing to the Paradox:
The "free choice" argument posits that in more affluent and gender-equal societies, individuals are freer to pursue their interests, which may lead to more pronounced gender differences in career choices (Corneliussen, 2021).
Cultural and societal expectations, as well as the perception of STEM fields, influence gender disparities. In some Nordic countries, STEM careers might be perceived as less compatible with women's career and life goals (Cherney, 2023).
Educational Achievement and STEM Enrollment:
[b]
Girls perform similarly or better than boys in science subjects, but the gender gap in STEM graduation rates persists. This discrepancy may be influenced by the relative strengths of girls in reading and boys in science, which affect their academic and career choices (Stoet & Geary, 2018).
[/b]
The mediation analysis suggests that in less gender-equal countries, life-quality pressures may drive more women into STEM fields due to higher perceived economic benefits (Stoet & Geary, 2018).
Conclusion
The Nordic STEM Paradox highlights the complexity of gender equality in education and career choices. While Nordic countries excel in gender equality, cultural and societal factors, along with individual preferences, contribute to lower female representation in certain STEM fields. This paradox suggests that policies addressing gender disparities in STEM must consider cultural contexts and the multifaceted nature of career decision-making.