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阅读比较优势能解释数学态度上的性别差距，但解释不了期望职业上的性别差距
- 英文标题/原题
- Comparative advantage in reading accounts for gender gaps in mathematics attitudes but not in expected occupations
- 作者
- 刘康; 杨晓娟
- 通讯作者
- 刘康
- 研究方向
- 教育测量；性别差异与 STEM 选择
- 关键词
- gender gap; comparative advantage; occupational expectations; PISA; preregistration
投稿/发表信息
- 投稿/成果状态
- 投稿中
- 投稿日期
- 2026-10-19
- 发表日期
- -
- 原地址/投稿系统地址
- https://www.pnascentral.org/
期刊与检索情况
- 检索情况
- SCIE
摘要/说明
Girls' comparative advantage in reading has been proposed as a main reason why fewer women enter math-intensive fields, yet published estimates of its contribution range from 78% to 0.4%. Here we provide evidence that the outcome measure, not the assessment year, separates these estimates. In four PISA cycles (2015–2025; 65–84 countries each), comparative advantage accounts for 2–6% of the gender gap in expecting a math-intensive occupation, with every upper 95% confidence bound below 7%. In exploratory comparisons, it accounts for 42–71% of gaps in preferring mathematics among the same 2022 students, and in 2012 for 65–95% of gaps in forced-choice intentions, motivation and interest. A preregistered test in previously unanalysed PISA 2003 data (23 countries; 135,075 students) confirmed the dissociation: 60.8% for interest in mathematics versus 5.9% for expected occupations, with the predicted difference in every country. Exploratory analyses suggested that base rates and binary coding do not explain this, although open-ended format and occupational content could not be separated. A secondary prediction was not supported: comparative advantage accounted for most of a small gender gap in parent-reported interest in science careers. In these data, comparative advantage tracks how adolescents regard mathematics but accounts for little of the gender gap in the occupations they expect.
基金信息
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论文备注
项目目录：E:\论文选题_本地数据集\P04_阅读相对优势与STEM意向_复制 投稿文件（Word/PDF、中英对照、系统生成 PDF）：00_投稿最新版\n预注册：https://osf.io/7w9te/；验证性修正：https://osf.io/94pnx/；数据与代码：https://osf.io/msnxp/
附件
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