How Does Starting a Family Affect Pathways for Women and Men Who Aspired to Mathematics-related Careers in Secondary School? Mathematical Career Trajectories and Parenthood for Women and Men
- Lili Toh
, - Helen M. G. Watt
Abstract
The underrepresentation of women in mathematics-related careers remains a pressing concern. While a vast literature studied the impact of starting a family on women’s employment in general, few studies examined how parenthood affects mathematical career choices from a long-term perspective, taking into account traditional gender role beliefs and prior mathematical achievement. We examined mathematics-related career choices from adolescents’ aspired careers, until their actual careers at average age 33 (N = 300; 168 women). Repeated-measures ANOVA explored whether career choice changed differentially for gender, parenthood and gender × parenthood groups. Despite a significant three-way interaction, only gender significantly affected mathematical career trajectory; males scored higher overall. However, an increase in mathematics-related career choices did approach significance, for women who had no children. Prior mathematics achievement and traditional gender role beliefs were tested as potential explanations in career trajectories. There were no group differences on prior mathematics achievement, but men who had children held more traditional gender role beliefs than women who did not. Yet, only prior mathematics achievement emerged as a significant covariate, indicating that traditional gender role beliefs did not explain the trend for increasing mathematical career choices for women without children over time. Mathematical career choices also did not decrease for women with children, counter to our prediction. Practical implications and future research recommendations are discussed.
Keywords
gender; mathematical career choices; parenthood; traditional gender role beliefs; longitudinal
Author Biography
Lili Toh
Lili Toh is a PhD candidate at The University of Sydney examining women who opt out of male-dominated science, technology, engineering and mathematics (STEM) careers. With a background in psychology, she is interested in how psychological processes and social contexts influence career choices. Her PhD draws upon longitudinal data from the Study of Transitions and Education Pathways (www.stepsstudy.org) to look at high school career aspirations and entry into actual careers approximately 20 years later.
Helen M. G. Watt
Helen M. G. Watt is the Director of Research Development (Social Sciences) and Professor of Educational Psychology at The University of Sydney, initiator of the Network Gender & STEM, and Australian Research Council Future Fellow. She previously served at Monash, Michigan, Western Sydney, Sydney, and Macquarie Universities. Helen is a motivation researcher whose projects address: declining participation in advanced sciences and mathematics especially by girls (www.stepsstudy.org), and the engagement and wellbeing of beginning teachers (www.fitchoice.org), utilising long-term and large-scale survey data across comparative settings. She has published extensively on these topics, edited books and special issues, won research awards, extramural funding, and held leadership roles in AARE and AERA.