Globale Muster geschlechtsspezifischer Unterschiede in den MINT-Fächern und Erklärungen für ihr Fortbestehen

Related article: [https://www.nature.com/articles/s41467-018-06292-0#Sec7](https://www.nature.com/articles/s41467-018-06292-0#Sec7)

>Fewer women than men pursue careers in science, technology, engineering and mathematics (STEM), despite girls outperforming boys at school in the relevant subjects.

These findings are also consistent with a study that was posted here a while back measuring intraindividual strength: [https://journals.sagepub.com/doi/full/10.1177/09567976241271330?rfr_dat=cr_pub++0pubmed&url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org](https://journals.sagepub.com/doi/full/10.1177/09567976241271330?rfr_dat=cr_pub++0pubmed&url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org)

>Although boys and girls might not differ much in their average mathematics and science scores, boys are more likely than girls to have mathematics or science as an intraindividual strength.

Basically boys and girls achieve similar mean scores in STEM subjects, but boys are more likely to have a wider ratio between their math/science grade and their overall GPA. Meanwhile for girls, there is less variability, or they tend to do even better in reading.

Since we tend to go for our greatest strength when we can afford to choose, this is one explanation for the gender gap in higher-education STEM fields.

The article in the post goes on to explain how culture and representation also influences this gender gap.