Persistence and representation of women in STEM programs - ARCHIVED
Articles and reports: 75-006-X201900100006
Description:
The underrepresentation of women in STEM (science, technology, engineering, and mathematics and computer science) has attracted considerable attention, and many have wondered whether women are more likely than men to quit STEM programs at university. Using data from the Education and Labour Market Longitudinal Platform (ELMLP), this study follows a cohort of students who enrolled in a STEM program in 2010 over a number of years, in order to see the extent to which women and men persist in and eventually graduate from STEM programs.
Issue Number: 2019001
Main Product: Insights on Canadian Society
Related information
Source (Surveys and statistical programs)
Related products
Data
- Tables: Graduation of career, technical or professional training certificate students, within Canada, by student characteristics
- Tables: Graduation of career, technical or professional training certificate students, within the province or territory of first enrolment, by student characteristics
- Tables: Graduation of career, technical or professional training certificate students, within the STEM/BHASE (non-STEM) grouping and province or territory of first enrolment, by student characteristics
- Tables: Graduation of career, technical or professional training diploma students, within Canada, by student characteristics
- Tables: Graduation of career, technical or professional training diploma students, within the province or territory of first enrolment, by student characteristics
- Tables: Graduation of career, technical or professional training diploma students, within the STEM/BHASE (non-STEM) grouping and province or territory of first enrolment, by student characteristics
- Tables: Graduation of master's degree students, within Canada, by student characteristics
- Tables: Graduation of master's degree students, within the province or territory of first enrolment, by student characteristics
- Tables: Graduation of master's degree students, within the STEM/BHASE (non-STEM) grouping and province or territory of first enrolment, by student characteristics
- Tables: Persistence and graduation of doctoral degree students within the province or territory of first enrolment, by student characteristics
- Tables: Persistence and graduation of doctoral degree students, within Canada, by student characteristics
- Tables: Persistence and graduation of doctoral degree students, within the STEM/BHASE (non-STEM) grouping and province or territory of first enrolment, by student characteristics
- Tables: Persistence and graduation of students in a STEM/ BHASE (non-STEM) grouping other than that of the first enrolment, within Canada, by student characteristics and educational qualification
- Tables: Persistence and graduation of students in a STEM/BHASE (non-STEM) grouping other than that of first enrolment, within the province or territory of first enrolment, by student characteristics and educational qualification
- Tables: Persistence and graduation of undergraduate degree students, within Canada, by student characteristics
- Tables: Persistence and graduation of undergraduate degree students, within the province or territory of first enrolment, by student characteristics
- Tables: Persistence and graduation of undergraduate degree students, within the STEM/BHASE (non-STEM) grouping and province or territory of first enrolment, by student characteristics
- Tables: Proportion of students who started in a career, technical or professional training certificate program and graduated with a different educational qualification, within Canada, by student characteristics
- Tables: Proportion of students who started in a career, technical or professional training certificate program and graduated with a different educational qualification, within the province or territory of first enrolment, by student characteristics
- Tables: Proportion of students who started in a career, technical or professional training diploma program and graduated with a different educational qualification, within Canada, by student characteristics
- Tables: Proportion of students who started in a career, technical or professional training diploma program and graduated with a different educational qualification, within the province or territory of first enrolment, by student characteristics
- Tables: Proportion of students who started in a doctoral degree program and persisted in or graduated with a different educational qualification, within Canada, by student characteristics
- Tables: Proportion of students who started in a doctoral degree program and persisted in or graduated with a different educational qualification, within the province or territory of first enrolment, by student characteristics
- Tables: Proportion of students who started in a master's degree program and graduated with a different educational qualification, within Canada, by student characteristics
- Tables: Proportion of students who started in a master's degree program and graduated with a different educational qualification, within the province or territory of first enrolment, by student characteristics
- Tables: Proportion of students who started in an undergraduate degree program and persisted in or graduated with a different educational qualification, within Canada, by student characteristics
- Tables: Proportion of students who started in an undergraduate degree program and persisted in or graduated with a different educational qualification, within the province or territory of first enrolment, by student characteristics
Analysis
- Stats in brief: International Women's Day, 2020
- Stats in brief: Study: Persistence and representation of women in STEM programs
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Subjects
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