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The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading (N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys’ science achievement and girls’ reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls’ and women’s engagement with STEM subjects.

\"Social psychological research on gendered persistence in science, technology, engineering, and mathematics (STEM) professions is dominated by two explanations: women leave because they perceive their family plans to be at odds with demands of STEM careers, and women leave due to low self-assessment of their skills in STEM's intellectual tasks, net of their performance. This study uses original panel data to examine behavioral and intentional persistence among students who enter an engineering major in college. Surprisingly, family plans do not contribute to women's attrition during college but are negatively associated with men's intentions to pursue an engineering career. Additionally, math self-assessment does not predict behavioral or intentional persistence once students enroll in a STEM major. This study introduces professional role confidence -- individuals' confidence in their ability to successfully fulfill the roles, competencies, and identity features of a profession -- and argues that women's lack of this confidence, compared to men, reduces their likelihood of remaining in engineering majors and careers. We find that professional role confidence predicts behavioral and intentional persistence, and that women's relative lack of this confidence contributes to their attrition.\" (Author's abstract, IAB-Doku). Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Längsschnitt. Die Untersuchung bezieht sich auf den Zeitraum 2003 bis 2007.

Science, technology, engineering, and mathematics (STEM) workers are fundamental inputs for innovation, the main driver of productivity growth. We identify the long-run effect of STEM employment growth on outcomes for native workers across 219 US cities from 1990 to 2010. We use the 1980 distribution of foreign-born STEM workers and variation in the H-1B visa program to identify supply-driven STEM increases across cities. Increases in STEM workers are associated with significant wage gains for college-educated natives. Gains for non-college-educated natives are smaller but still significant. Our results imply that foreign STEM increased total factor productivity growth in US cities.

Because mothers remain disproportionately responsible for childcare, the daily requirement for physical presence at work disadvantages them compared with otherwise equivalent men and childless women. Relaxing this requirement may therefore enhance the well-being and productivity of working mothers. I tested this idea with a randomized field experiment, using a within-subjects analysis from a repeated crossover design. The 187 participants in the experiment, which ran for four weeks and yielded 748 person-week observations, revealed a preference for about two remote working days per week. I observed no significant differences in the uptake of remote working days between men, women, parents, nonparents, fathers, and mothers. Mothers reported meaningfully reduced family-work conflict during remote working weeks, but fathers did not. Remote working generally increased job performance, but the effect was greatest for mothers. The coordination costs of remote working, with respect to coworker helping and job interdependence, did not appear prohibitive. Interviews with study participants corroborate and contextualize these findings.

Studies of care workers frequently reveal relatively high levels of job satisfaction despite poor employment conditions. The rewarding nature of care work, altruistic motivations and gendered social norms have all been used to explain why subjective job satisfaction is high despite poor pay and terms and conditions. Using data collected in case-study research with domiciliary and residential care workers, this article offers a new direction for care worker research that contextualizes the taken-for-granted assumption that care workers tolerate poor pay and conditions because women find the work satisfying and intrinsically rewarding. The article draws on cultural analyses of class to offer an alternative framework that identifies the wider social processes that can shape care workers’ job satisfaction.

Using Danish administrative data, we study the impacts of children on gender inequality in the labor market. The arrival of children creates a long-run gender gap in earnings of around 20 percent driven by hours worked, participation, and wage rates. We identify mechanisms driving these “child penalties” in terms of occupation, sector, and firm choices. We find that the fraction of gender inequality caused by child penalties has featured a dramatic increase over the last three to four decades. Finally, we show that child penalties are transmitted through generations, from parents to daughters, suggesting an influence of childhood environment on gender identity.

It is widely accepted that the conflict between women’s family obligations and professional jobs’ long hours lies at the heart of their stalled advancement. Yet research suggests that this “work–family narrative” is incomplete: men also experience it and nevertheless advance; moreover, organizations’ effort to mitigate it through flexible work policies has not improved women’s advancement prospects and often hurts them. Hence this presumed remedy has the perverse effect of perpetuating the problem. Drawing on a case study of a professional service firm, we develop a multilevel theory to explain why organizations are caught in this conundrum. We present data suggesting that the work–family explanation has become a “hegemonic narrative”—a pervasive, status-quo-preserving story that prevails despite countervailing evidence. We then advance systems-psychodynamic theory to show how organizations use this narrative and attendant policies and practices as an unconscious “social defense” to help employees fend off anxieties raised by a 24/7 work culture and to protect organizationally powerful groups—in our case, men and the firm’s leaders—and in so doing, sustain workplace inequality. Due to the social defense, two orthodoxies remain unchallenged—the necessity of long work hours and the inescapability of women’s stalled advancement. The result is that women’s thin representation at senior levels remains in place. We conclude by highlighting contributions to work–family, workplace inequality, and systems-psychodynamic theory.

The economic crisis associated with the emergence of the novel corona virus is unlike standard recessions. Demand for workers in high contact and inflexible service occupations has declined while parental supply of labor has been reduced by lack of access to reliable child care and in-person schooling options. This has led to a substantial and persistent drop in employment and labor force participation for women, who are typically less affected by recessions than men. We examine real-time data on employment, unemployment, labor force participation and gross job flows to document the impact of the pandemic by occupation, gender and family status. We also discuss the potential long-term implications of this crisis, including the role of automation in depressing the recovery of employment for the worst hit service occupations.

Children and adolescents with low socioeconomic status (SES) suffer from mental health problems more often than their peers with high SES. The aim of the current study was to investigate the direct and interactive association between commonly used indicators of SES and the exposure to stressful life situations in relation to children's mental health problems. The prospective BELLA cohort study is the mental health module of the representative, population-based German National Health Interview and Examination Survey for children and adolescents (KiGGS). Sample data include 2,111 participants (aged 7-17 years at baseline) from the first three measurement points (2003-2006, 2004-2007 and 2005-2008). Hierarchical multiple linear regression models were conducted to analyze associations among the SES indicators household income, parental education and parental unemployment (assessed at baseline), number of stressful life situations (e.g., parental accident, mental illness or severe financial crises; 1- and 2-year follow-ups) and parent-reported mental health problems (Strength and Difficulties Questionnaire; 2-year follow-up). All indicators of SES separately predicted mental health problems in children and adolescents at the 2-year follow-up. Stressful life situations (between baseline and 2-year follow-up) and the interaction of parental education and the number of stressful life situations remained significant in predicting children's mental health problems after adjustment for control variables. Thereby, children with higher educated parents showed fewer mental health problems in a stressful life situation. No moderating effect was found for household income and parental employment. Overall, the detected effect sizes were small. Mental health problems at baseline were the best predictor for mental health problems two years later. Children and adolescents with a low SES suffer from multiple stressful life situations and are exposed to a higher risk of developing mental health problems. The findings suggest that the reduction of socioeconomic inequalities and interventions for families with low parental education might help to reduce children's mental health problems.

The author uses the 2003 and 2010 National Survey of College Graduates to examine the higher exit rate of women compared to men from science and engineering relative to other fields. The author finds that the higher relative exit rate is driven by engineering rather than science, and that half the gap can be explained by the relatively greater exit rate from engineering of women dissatisfied with pay and promotion opportunities. Family-related constraints and dissatisfaction with working conditions are found to be only secondary factors. The relative exit rate by gender from engineering does not differ from that of other fields once women's relatively high exit rates from male fields generally are taken into account.