Ertl Bernhard, Hartmann Florian G
Department for Education, Universität der Bundeswehr München, Neubiberg, Germany.
Front Psychol. 2019 Apr 30;10:897. doi: 10.3389/fpsyg.2019.00897. eCollection 2019.
The goal of the following study is to investigate whether first-year students in STEM fields that have a low proportion of females (STEM-L) show vocational interests that fit their vocational aspirations. To place our investigation into a broader context, we compared students in STEM-L with students of STEM subjects with a medium proportion of women (STEM-M) as well as with other subjects with a medium or a high proportion of females. We analyzed their vocational interests, vocational aspirations and their interest congruence. In both the comparison regarding interest profiles and the comparison of vocational aspirations, we focused on the things-orientation and people-orientation, all while taking respective gender differences into account. Following the suggestion from previous studies, in a further step we differentiated between subjects within STEM-L. Using data from the German National Educational Panel Study (NEPS), we analyzed the interest congruence of 5,530 male and 7,406 female students in STEM majors (with a low or medium proportion of women) and non-STEM majors (with a medium or high proportion of women). Students from different subjects showed different magnitudes regarding their things- and people-orientation. STEM-L students had a high things-orientation and a low people-orientation regarding both their interests and aspired occupations. Students of STEM-L and STEM-M showed a lower interest congruence than students from other subjects. With the exception of education, gender differences regarding the people- and things-orientation also existed within most of the subjects. Gender differences partly remain when distinguishing between the different subjects within STEM-L. And so, the result that not all STEM-L subjects are "created equal" is discussed in the context of their theoretical and methodological aspects.
以下研究的目标是调查在女性比例较低的STEM领域（STEM-L）的一年级学生是否表现出符合其职业抱负的职业兴趣。为了将我们的调查置于更广泛的背景下，我们将STEM-L领域的学生与女性比例中等的STEM学科（STEM-M）的学生以及女性比例中等或较高的其他学科的学生进行了比较。我们分析了他们的职业兴趣、职业抱负以及兴趣一致性。在兴趣概况的比较和职业抱负的比较中，我们都关注事物导向和人员导向，同时考虑各自的性别差异。根据先前研究的建议，在进一步的步骤中，我们对STEM-L领域内的学科进行了区分。利用德国国家教育面板研究（NEPS）的数据，我们分析了5530名男性和7406名女性STEM专业（女性比例低或中等）和非STEM专业（女性比例中等或高）学生的兴趣一致性。来自不同学科的学生在事物导向和人员导向方面表现出不同程度的差异。STEM-L领域的学生在兴趣和理想职业方面都具有较高的事物导向和较低的人员导向。与其他学科的学生相比，STEM-L和STEM-M领域的学生兴趣一致性较低。除教育领域外，大多数学科在人员导向和事物导向方面也存在性别差异。在区分STEM-L领域内的不同学科时，性别差异部分仍然存在。因此，我们从理论和方法层面讨论了并非所有STEM-L学科都是“平等的”这一结果。
