Gender-equality paradox

The gender-equality paradox is the counter-intuitive finding, reported by Stoet and Geary,[1] that countries with a higher level of gender equality tend to have less gender balance in disciplines such as science, technology, engineering and mathematics (STEM), than countries with a lower level of gender equality.

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Stoet and Geary's study

Using an international database on adolescent achievement in science, mathematics, and reading, Stoet and Geary 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.

gollark: Fluid cells are great for fluids you won't produce all the time. Fusion reactor stuff is not that.
gollark: Not a very good one.
gollark: Hey, *you're* the one now annoyed at it because you just filled up everything.
gollark: Well, it's a use, just not a useful use.
gollark: 64k *fluid* cells? That's so useless.

See also

References
  1. Stoet, Gijsbert; Geary, David C. (2018). The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. 29. pp. 581-593.
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