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  • 1. Ability in Mathematics and Science at Age 15 and Program Choice in University: Differences by Gender Archived
    Articles and reports: 81-595-M2013100
    Geography: Canada
    Description:

    Past research has revealed that young women are more likely to enter postsecondary programs that have lower returns in the labour market, such as the arts, humanities and social sciences. Young men, conversely, tend to enrol in and graduate from programs in science, technology, engineering and mathematics (STEM), which generally have greater labour market returns. Factors such as academic interests, achievement test scores, and high-school marks can affect later university program choice. Using the linked Youth in Transition Survey (YITS) - Programme for International Student Assessment (PISA) data, the current paper examines the relationship between mathematics and science test scores at age 15 and first program choice in university, with a focus on differences in ability in mathematics and science by gender. Generally speaking, the results reveal that the intersection of gender and ability does matter; even young women of high mathematical ability are less likely to enter STEM fields than young men of similar or even lesser mathematical ability. This implies that something other than pure ability is affecting young women's likelihood of entering STEM programs in university.

    Release date: 2013-12-18
  • 2. First Nations Women and Postsecondary Education: Findings from the 2006 Aboriginal Peoples Survey Archived
    Articles and reports: 81-004-X200900411018
    Description:

    This article uses data from the 2006 Aboriginal Peoples Survey (APS) to examine some of the characteristics of off-reserve First Nations women aged 25 to 64 who had studied towards a postsecondary credential. Specifically, this article examines the proportion of First Nations women who received financial assistance for their postsecondary studies, as well as the type of assistance received. In addition, some of the reasons for not finishing postsecondary education among First Nations women are investigated. Finally, information on the proportion of First Nations women who took some form of correspondence or distance education to pursue their postsecondary courses is presented.

    Release date: 2009-10-28
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  • 1. Ability in Mathematics and Science at Age 15 and Program Choice in University: Differences by Gender Archived
    Articles and reports: 81-595-M2013100
    Geography: Canada
    Description:

    Past research has revealed that young women are more likely to enter postsecondary programs that have lower returns in the labour market, such as the arts, humanities and social sciences. Young men, conversely, tend to enrol in and graduate from programs in science, technology, engineering and mathematics (STEM), which generally have greater labour market returns. Factors such as academic interests, achievement test scores, and high-school marks can affect later university program choice. Using the linked Youth in Transition Survey (YITS) - Programme for International Student Assessment (PISA) data, the current paper examines the relationship between mathematics and science test scores at age 15 and first program choice in university, with a focus on differences in ability in mathematics and science by gender. Generally speaking, the results reveal that the intersection of gender and ability does matter; even young women of high mathematical ability are less likely to enter STEM fields than young men of similar or even lesser mathematical ability. This implies that something other than pure ability is affecting young women's likelihood of entering STEM programs in university.

    Release date: 2013-12-18
  • 2. First Nations Women and Postsecondary Education: Findings from the 2006 Aboriginal Peoples Survey Archived
    Articles and reports: 81-004-X200900411018
    Description:

    This article uses data from the 2006 Aboriginal Peoples Survey (APS) to examine some of the characteristics of off-reserve First Nations women aged 25 to 64 who had studied towards a postsecondary credential. Specifically, this article examines the proportion of First Nations women who received financial assistance for their postsecondary studies, as well as the type of assistance received. In addition, some of the reasons for not finishing postsecondary education among First Nations women are investigated. Finally, information on the proportion of First Nations women who took some form of correspondence or distance education to pursue their postsecondary courses is presented.

    Release date: 2009-10-28
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