Gender equality paradox update

[CharonY]

A few years back there was a study by Stoet and Geary (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29, 581–593.

https://doi.org/10.1177/0956797617741719

In that report the authors claimed that the in more equal societies women are less likely to choose STEM careers. While there are issues with the overall interpretation of cause and effect, as well as potential of simplification (i.e. narrative vs data) it certainly created quite a buzz. 

I did not really followed up on it, but came across a few interesting tidbits. Apparently other researchers took a closer look at the numbers and found them to be off. The original authors apparently did some calculations which they did not explain. They issued later a rather lengthy erratum (https://doi.org/10.1177%2F0956797619892892).

Other researchers have responded and shown that the identified correlation is not really stable and is highly dependent on measures one uses and which countries are picked. I.e. the data quality is insufficient for the conclusion.

https://doi.org/10.1177%2F0956797619872762

This outcome reinforces the issue of how simple narratives are often insufficient to address complex outcomes. Unfortunately public discourse is not well suited to these types of complex (and highly academic) analyses. 

 

[jimmydasaint]

Oof!

Getting numbers and facts wrong should really result in a withdrawal of the paper surely?

Who peer-reviewed the original paper? Surely they could have double-checked a few of the numbers included and questioned the methodology?

I have often wondered if educational research which looks for significant numerical confirmation of hypotheses is open to bias in favour of mathematical and scientific subjects instead of opening up conclusions to all other subjects where increases in marks due to a given experimental intervention are not always clear. Furthermore, IMO, a rise in computer use in students over the last 20, or so years has not led to a huge increase in achievement for students.