Women, Genes, and STEM: The Effects of Biology and Social Factors on STEM Careers

This dissertation uses genetic scores and social factors to understand the gender gap in STEM (Science, Technology, Engineering, and Math). The three studies included examine the biological and social explanations of the gap by predicting high school course-taking, STEM major, and STEM job respectively. Using data from the National Longitudinal Study of Adolescent to Adult Health, Wisconsin Longitudinal Study, and UK Biobank, the overall results show: Firstly, women and men with a better math polygenic score are more likely to take Physics in high school, to pursue a STEM major in college, and to enter a STEM job. Secondly, social factors explain more of the gender gap than the math polygenic score does. Thirdly, the effect of the math polygenic score is stronger for girls than for boys on the outcomes considered, which supports the Saunders’ hypothesis that women may need a better ability compared to men to be confident or be seen as competent in STEM. Finally, the gene-gender interaction varies by school-level socioeconomic status, occupational expectation, and marriage plan. Women with a better math genetic ability are on par with or more likely than their male counterparts to pursue STEM when they study at a poorer high school, have a lower occupational expectation, and expect to postpone or forgo marriage. My analyses therefore use genetic measures to demonstrate how gender socialization shapes the career decisions of young men and women throughout the early life course.