Why do more Arab than Jewish girls study STEM? Assessing effects of material insecurity and self-expressive culture on curricular paths in Israel

Application Number: 2018156 Why do more Arab than Jewish girls study STEM? Assessing effects of material insecurity and self-expressive culture on curricular paths in Israel Yariv Feniger and Halleli Pinson, Ben-Gurion University of the Negev Maria Charles, University of California - Santa Barbara Women’s dramatic underrepresentation in science technology engineering and mathematics (STEM) fields in many advanced industrial societies has sparked considerable concern and countless research and policy initiatives by governments, non-governmental organizations, and industry leaders around the world. Previous sociological studies have revealed surprising cross-national differences in this gender gap: in the world’s most affluent and reputably gender-progressive societies, women underrepresentation in STEM is especially pronounced. In interpreting these patterns, sociologist Maria Charles (the American PI on this project) has suggested that career aspirations are more strongly influenced by gender stereotypes in “postmaterialist” contexts, where self-expressive career choices are widely encouraged. Charles’ arguments have not yet been subject to rigorous empirical testing, and we know little about how self-expressive values might be translated into gendered career paths. The proposed study will address these gaps by comparing course-taking patterns, student aspirations, and school policies and practices across and within the Arab and Jewish school sectors in Israel. Israel provides an ideal context for assessing these arguments because of its ethnic and cultural diversity, yet administratively centralized, school system. Israeli society comprises of a Jewish majority that largely reflects Western individualistic and post-materialistic values, and a large Arab minority that is characterized by less material security and more collectivist and traditional values. A pilot study conducted by Yariv Feniger and Halleli Pinson (the Israeli PIs on this project) demonstrates the potential value of this within-country approach. The proposed project is expected to have significant impact on the advancement of knowledge and the development of effective social policies aimed at greater gender equality in science and technology fields of study. Motivating these efforts to diversify these fields of study are interests in broadening employment opportunities in lucrative, high-status occupations and in ameliorating acute labor shortages that may threaten national economic development and competitiveness.