The strong underrepresentation of women in math-related fields is more pronounced in more egalitarian & more developed countries; could be due to stronger stereotypes relating math primarily to men in those societies

Gender stereotypes can explain the gender-equality paradox. Thomas Breda et al. Proceedings of the National Academy of Sciences, November 23, 2020. https://doi.org/10.1073/pnas.2008704117

Significance: Recent research has found that the strong underrepresentation of women in math-related fields is more pronounced in more egalitarian and more developed countries. This pattern has been called the “gender-equality paradox.” We show that stereotypes relating math primarily to men are actually stronger in more egalitarian and more developed countries and that they mediate the link between development and segregation across fields of study. The mechanisms connecting socioeconomic development to the strengthening of these stereotypes and the gendering of math-related fields are discussed. Results suggest that gender occupational segregation can be reduced but will not decrease by itself as societies become more developed. Appropriate policies are therefore needed to limit this segregation or its impact on gender inequality.

Abstract: The so-called “gender-equality paradox” is the fact that gender segregation across occupations is more pronounced in more egalitarian and more developed countries. Some scholars have explained this paradox by the existence of deeply rooted or intrinsic gender differences in preferences that materialize more easily in countries where economic constraints are more limited. In line with a strand of research in sociology, we show instead that it can be explained by cross-country differences in essentialist gender norms regarding math aptitudes and appropriate occupational choices. To this aim, we propose a measure of the prevalence and extent of internalization of the stereotype that “math is not for girls” at the country level. This is done using individual-level data on the math attitudes of 300,000 15-y-old female and male students in 64 countries. The stereotype associating math to men is stronger in more egalitarian and developed countries. It is also strongly associated with various measures of female underrepresentation in math-intensive fields and can therefore entirely explain the gender-equality paradox. We suggest that economic development and gender equality in rights go hand-in-hand with a reshaping rather than a suppression of gender norms, with the emergence of new and more horizontal forms of social differentiation across genders.

Keywords: gender gap in STEMgender stereotypessocioeconomic development

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