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Percentage of students that take advanced courses in mathematics and physics, by sex, Grade 12. [2]Gender differences in STEM education participation are already visible in early childhood care and education in science- and math-related play, and become more pronounced at higher levels of education.
[2] [5] This helps to distinguish the specific effects of women's education from the benefits of education in general. Note that some studies, particularly older ones, do simply look at women's total education levels. [3] One way to measure education levels is to look at what percentage of each gender graduates from each stage of school.
Other factors associated with increase of fertility include: Social pressure: Women have an increased probability to have another child when there is social pressure from parents, relatives, and friends to do so. [1] For example, fertility increases during the one to two years after a sibling or a co-worker has a child. [1]
The discussion of girl power and women's education as solutions for eliminating violence against women and economic dependence on men can sometimes take dominance and result in the suppression of understanding how context, history and other factors affect women (Shenila Khoja-Moolji, 2015).
According to PISA 2015 results, 4.8% of boys and 0.4% of girls expect an ICT career. [40]Studies suggest that many factors contribute to the attitudes towards the achievement of young men in mathematics and science, including encouragement from parents, interactions with mathematics and science teachers, curriculum content, hands-on laboratory experiences, high school achievement in ...
However, several of the contributing factors might be expected to increase women's participation. Yoon's contributing factors include: the traditional gender roles; the lack of childcare services provided by the state; the obstacle of child rearing; and the highly educated, unmarried women termed "leftover women" by the state.