MINT-Berufe
Der Bedarf an hochqualifizierten Fachkräften in Deutschland in den Bereichen Mathematik, Informatik, Naturwissenschaften und Technik (MINT) steigt durch die zunehmende Digitalisierung und Dekarbonisierung seit Jahren. Eine nachhaltige Sicherung des Fachkräftenachwuchses kann u. a. dadurch realisiert werden, die berufliche bzw. akademische Ausbildungen in MINT-Fächern attraktiv zu gestalten, mehr Frauen für MINT-Berufe zu begeistern und die Zuwanderung von Fachkräften mit MINT-Qualifikationen zu vereinfachen.
Dieses Themendossier bietet aktuelle wissenschaftliche Literatur zum Thema MINT Berufsfelder. Im Filter „Autorenschaft“ können Sie auf IAB-(Mit-)Autorenschaft eingrenzen.
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IAB-Themendossier „Der Arbeitsmarkt für Akademikerinnen und Akademiker“
IAB-Themendossier „Fachkräftebedarf und Fachkräftesicherung“
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Literaturhinweis
MINT-Frühjahrsreport 2025: Arbeitsmarktbericht – Gute Gründe für MINT (2025)
Anger, Christina; Plünnecke, Axel; Betz, Julia;Zitatform
Anger, Christina, Julia Betz & Axel Plünnecke (2025): MINT-Frühjahrsreport 2025. Arbeitsmarktbericht – Gute Gründe für MINT. (IW-Gutachten / Institut der Deutschen Wirtschaft Köln), Köln, 96 S.
Abstract
"Im April 2025 lagen in den MINT-Berufen insgesamt rund 387.100 zu besetzende Stellen vor. Gleichzeitig waren bundesweit 248.757 Personen arbeitslos gemeldet, die gerne einem MINT-Erwerbsberuf nachgehen würden. Daraus lässt sich in einem ersten Schritt im Rahmen einer unbereinigten Betrachtung ableiten, dass über sämtliche Anforderungsniveaus bundesweit mindestens 138.343 offene Stellen in MINTBerufen nicht besetzt werden konnten. Unter Berücksichtigung des qualifikatorischen Mismatches resultiert für April 2025 eine über sämtliche 36 MINT-Berufskategorien aggregierte Arbeitskräftelücke in Höhe von 163.600 Personen. Mit 89.600 Personen bilden die MINT-Facharbeiterberufe im April 2025 die größte Engpassgruppe, gefolgt von 56.600 Personen im Segment der MINT-Expertenberufe sowie 17.400 im Segment der Spezialisten- beziehungsweise Meister- und Technikerberufe. Im Vergleich zum Vorjahreswert aus dem April 2024 mit 234.800 ist die MINT-Lücke um 30,3 Prozent gesunken. Differenziert man die Lücke nach MINT-Bereichen, so zeigen sich im April 2025 die größten Engpässe in den Energie-/Elektroberufen mit 57.800, in den Berufen der Maschinen- und Fahrzeugtechnik mit 32.400, in den Bauberufen mit 26.100, in den Berufen der Metallverarbeitung mit 24.200 und in den IT-Berufen mit 11.200. In sonstigen MINT-Berufen beträgt die Lücke 11.900." (Textauszug, IAB-Doku)
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Literaturhinweis
The gender gap in digital literacy: a cohort analysis for Germany (2025)
Zitatform
Bachmann, Ronald & Friederike Hertweck (2025): The gender gap in digital literacy: a cohort analysis for Germany. In: Applied Economics Letters, Jg. 32, H. 5, S. 608-613. DOI:10.1080/13504851.2023.2277685
Abstract
"Digital skills are critical for promoting gender equality, economic empowerment, and bridging the digital divide. This paper presents stylized facts on the gender gap in digital literacy for a total of 35,661 individuals ranging from pupils to adults using data from the German National Educational Panel Study (NEPS). We detect no gender gap in digital competences between boys and girls in lower secondary education, but the emergence of a gender gap from upper secondary education onwards. We also document that teenagers' access to digital devices is associated with higher digital skills – and sharing a computer with other household members is less detrimental for female than for male teenagers. For adults, we show that studying or working in a STEM-related field is positively associated with a female respondent's digital competences. This could be either due to digital literacy driving selection into STEM, or the effects of studying or working in STEM on digital competences. While we can identify several risk factors leading to lower digital competences, a decomposition exercise reveals that composition effects are unlikely to explain our findings." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Keeping up with the Max Plancks? Germany’s quest for university excellence and the role of public research institutes in doctoral education (2025)
Zitatform
Bünstorf, Guido, Johannes König & Anne Otto (2025): Keeping up with the Max Plancks? Germany’s quest for university excellence and the role of public research institutes in doctoral education. In: Scientometrics, Jg. 130, H. 1, S. 67-108., 2024-10-21. DOI:10.1007/s11192-024-05195-w
Abstract
"Doctoral education is a crucial stage in the academic socialization of early-career researchers. Prior research has shown that career paths and activities of Ph.D.s are shaped by the universities and departments in which they were trained. To widen this focus, we analyze the role of public research organizations (PROs) and private-sector firms as organizational employment contexts of doctoral education. The empirical context of our study is Germany, where PROs and firms employ large numbers of doctoral candidates and provide the organizational environment for their dissertation research. Utilizing a novel process-generated dataset that covers about 40,000 STEM Ph.D.s who graduated from 1995 to 2011, we find that Ph.D.s employed at PROs during doctoral education are more likely to stay in academia than their university-employed peers. Despite extensive policy efforts that sought to strengthen the research performance of German universities, doctoral candidates employed at basic research-oriented PROs had the strongest cross-cohort increase in their post-graduation academic employment share. This group also experienced the most pronounced fall in the share of high post-graduation income owners. Industry-employed doctoral candidates are unlikely to migrate to the academic sector and have the highest likelihood of obtaining high post-graduation incomes." (Author's abstract, IAB-Doku, © Springer Nature) ((en))
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Literaturhinweis
Gender-essentialist beliefs and the gender gap in STEM: Evidence on the gender-essentialism theory (2025)
Zitatform
De Gioannis, Elena (2025): Gender-essentialist beliefs and the gender gap in STEM: Evidence on the gender-essentialism theory. In: Quality & quantity, Jg. 59, H. S2, S. 1229-1251. DOI:10.1007/s11135-025-02057-2
Abstract
"Horizontal gender segregation persists and is higher in more developed countries (gender-equality paradox). According to the theory of gender essentialism, more developed countries are characterized by more individualism, which in turn pushes individuals to rely more on personal characteristics when deciding about their future careers. The presence of both essentialist beliefs on gender and the endorsement of the stereotypical beliefs that math and science are “for boys” could explain the so-called paradox. By exploiting the large dataset collected by Project Implicit, the study tested the different associations of gender essentialism and implicit and explicit gender stereotypes with attitudes toward science of young women aged 15–19 in 51 countries. The results confirmed that both essentialist and stereotypical beliefs are negatively associated with attitudes toward science, still with differences in the strength of the association. Furthermore, the association between gender essentialism and attitudes toward science is stronger in more developed countries." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
International Students, Immigration Policies and Implications for Innovation (2025)
Zitatform
Ganguli, Ina & Megan MacGarvie (2025): International Students, Immigration Policies and Implications for Innovation. (NBER working paper / National Bureau of Economic Research 34212), Cambridge, Mass, 25 S.
Abstract
"This paper examines the evolving trends and policy dynamics of international student migration, focusing on their implications for STEM workforce development and innovation. While the United States has remained a leading destination for international students, recent years have seen a plateau or decline in incoming students, contrasted by growth in countries like Canada, Australia, and emerging hubs such as China and India. International students, particularly in STEM fields, play a critical role in shaping host countries' innovation ecosystems, often transitioning to permanent residents and STEM workers. We review immigration policies, including post-graduation work and residency pathways, highlighting their varying impacts on student inflows and innovation. Policies in Canada and Australia have until recently eased these transitions, while restrictive measures in the U.S. and U.K. have posed challenges. By documenting these trends and policy shifts, we identify gaps in the literature and outline directions for future research at the intersection of international education, immigration, and innovation." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Bridging the gap: gender-specific preferences in STEM occupations in vocational education and training (2025)
Zitatform
Gutfleisch, Tamara & Richard Nennstiel (2025): Bridging the gap: gender-specific preferences in STEM occupations in vocational education and training. In: Empirical Research in Vocational Education and Training, Jg. 17. DOI:10.1186/s40461-025-00187-3
Abstract
"Women’s underrepresentation in science, technology, engineering, and mathematics (STEM) has been widely studied, particularly in the context of general and tertiary education. However, less is known about gendered STEM sorting within vocational education and training (VET), despite VET systems playing a key role in occupational gender segregation. This study investigates gender differences in the likelihood of choosing a STEM occupation in VET using nationally representative data from Switzerland. We examine to what extent commonly studied individual-level mechanisms—such as math achievement, math self-concept, and career values—can explain the gender gap in STEM participation. To assess whether these mechanisms operate similarly across educational pathways and outcome types, we compare students pursuing or intending to pursue VET to those aspiring to an academic degree, and examine three STEM-related outcomes: intended VET occupation, aspirations for a STEM job at age 30, and intentions to pursue a math-intensive job. We find that the gender gap in STEM participation is largest in VET occupations and considerably smaller for the other two outcomes. Moreover, a larger share of the gender gap can be explained regarding occupational aspirations as opposed to VET occupations, and among students aspiring to academic education. These findings suggest that theoretical models of STEM sorting should be adapted to better reflect the specific features of VET and the types of occupations it comprises." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Horses for Courses: Subject Differences in the Chances of Securing Different Types of Graduate Jobs in the UK (2025)
Zitatform
Hunt, Wil, B. Baldauf & C. Lyonette (2025): Horses for Courses: Subject Differences in the Chances of Securing Different Types of Graduate Jobs in the UK. In: Journal of Social Policy, Jg. 54, H. 1, S. 228-248. DOI:10.1017/S0047279423000041
Abstract
"Analysis of the 2010/11 Longitudinal Destinations of Leavers from Higher Education survey shows that overly-simplistic conceptions of graduate success underestimate the value of obtaining a degree in some subjects. Using a skills-based classification of graduate jobs the research finds that maths and vocationally-oriented subjects associated with higher earnings returns (Belfield et al., 2018a, 2018b) – engineering, architecture, computer science and nursing – increase the chances of having an ‘Expert’ job compared to the average for all graduates. However, more generalist subjects that have been linked with lower earnings such as creative arts, languages and mass communication and documentation are better for accessing graduate jobs where creativity and ability to communicate is key. The research demonstrates the value of using a more nuanced conception of graduate jobs and shows that debate about the value of higher education needs to move away from a narrow focus on earnings." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Retention in the early STEM career: The role of gendered intentions and first STEM employment (2025)
Zitatform
Karen, Rachel, Rui Jie Peng & Jennifer Glass (2025): Retention in the early STEM career: The role of gendered intentions and first STEM employment. In: Social science research, Jg. 128. DOI:10.1016/j.ssresearch.2025.103161
Abstract
"There have been numerous policy initiatives and federal investments in the United States over the past twenty years to increase the science, technology, engineering, and mathematics (STEM) labor force. Prior research has investigated how STEM career aspirations are formed, and how experiences in STEM workplaces influence retention in a STEM career. This study uses a unique longitudinal dataset that surveyed graduating chemistry and chemical engineering majors at two prestigious universities in the United States, following up with those graduates four years later. This data allows us to observe processes that create intentions to remain in STEM while still in school, along with actual retention in the STEM workforce four years after graduation. Results indicate that while intentions to remain in STEM help predict actual retention, they do so primarily by increasing the likelihood STEM graduates’ first job will be in a STEM field. While we saw little gender or race differences in early retention, we did find evidence that those whose first job was not in STEM and those changing jobs more frequently were less likely to be retained in the STEM labor force. Moreover, those who never worked in the STEM sector or left a STEM job in their early career earned more money on average four years after graduation than those who were retained in STEM jobs. This suggests STEM graduates are finding their skills can command higher earnings over time in non-STEM employment sectors." (Author's abstract, IAB-Doku, © 2025 Elsevier Inc. All rights are reserved, including those for text and data mining, AI training, and similar technologies.) ((en))
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Literaturhinweis
Bildung und Qualifikation als Grundlage der technologischen Leistungsfähigkeit Deutschlands 2025 (2025)
Kerst, Christian; Meier, Dennis H.;Zitatform
Kerst, Christian & Dennis H. Meier (2025): Bildung und Qualifikation als Grundlage der technologischen Leistungsfähigkeit Deutschlands 2025. (Studien zum deutschen Innovationssystem 2025-01), Berlin: Expertenkommission Forschung und Innovation (EFI) - Commission of Experts for Research and Innovation, Berlin, 49 S.
Abstract
"Im Zentrum der Studie stehen Indikatoren zur Qualifikationsstruktur der Erwerbstätigen im internationalen Vergleich, zur Studiennachfrage und zum Output der Hochschulen an Absolventinnen und Absolventen nach Fachrichtungen und Abschlüssen sowie die individuelle und betriebliche Beteiligung an beruflicher Weiterbildung. Die Darstellung in langen Zeitreihen bzw. im Zehnjahresvergleich ermöglicht es, Entwicklungen und Trends sichtbar zu machen. So kann untersucht werden, ob und wie schnell sich der international seit langem zu beobachtende Trend zur Höherqualifizierung auch für Deutschland zeigt, wobei die Besonderheiten des deutschen Ausbildungssystems zu berücksichtigen sind (Kapitel 2). Die Hochschulen leisten mit der Ausbildung von hochqualifizierten Fach- und Führungskräften für den außerakademischen Bereich sowie des wissenschaftlichen Nachwuchses für Forschung und Lehre einen wesentlichen Beitrag zur Sicherung der Innovativität und Wettbewerbsfähigkeit der Hochschulen. Nach Jahren der Hochschulexpansion zeichnet sich nun eine Stagnation oder sogar leichter Rückgang ab, der im Kapitel 3 beschrieben wird. Gegen diesen Trend wächst die Beteiligung internationaler Studierender an der Hochschulbildung in Deutschland weiter an. Diesem Trend wird mit Blick auf die von internationalen Studierenden erworbenen Abschlüsse nach Art des Abschlusses, Fachrichtungen und regionaler Herkunft im Kapitel 3 genauer nachgegangen. Hier zeichnet sich ein erhebliches Potenzial an akademisch qualifizierten Fachkräften ab, gerade auch in den MINTFächern. Im Zuge des lebenslangen Lernens schließlich kommt der Beteiligung an Weiterbildung eine zentrale Bedeutung zu. Indikatoren der individuellen und betrieblichen Beteiligung an Weiterbildung versammelt Kapitel 4. Die Covid-19-Pandemie ist zur Einordnung verschiedener Entwicklungen nach wie vor relevant, wie es sich beispielsweise in der Entwicklung der betrieblichen Weiterbildungsbeteiligung oder den Neueinschreibungen an den Hochschulen in den Jahren 2020 und 2021 deutlich zeigt (Kapitel 4.2). Insgesamt kann auf die möglichen Auswirkungen der Pandemie für das Bildungswesen in Deutschland im Rahmen dieser Studie jedoch nicht umfänglich eingegangen werden. Für die Studie werden überwiegend Daten der nationalen und internationalen Bildungsstatistik genutzt, insbesondere der Mikrozensus, der Labour Force Survey (LFS) sowie die Hochschulstatistik des Statistischen Bundesamts. In den Abschnitten zur Qualifikationsstruktur der Bevölkerung (Kapitel 2) und zum Anteil der MINT-Absolventinnen und -Absolventen im internationalen Vergleich (Kapitel 3.3.1) sind, soweit möglich, internationale Vergleiche für die 23 von der EFI festgelegten Vergleichsländer enthalten. Basis dafür ist die internationale Bildungsklassifikation (ISCED 2011), wie sie von der OECD, EUROSTAT und der UNESCO verwendet wird. Sowohl national wie international können teilweise längere Zeitreihen berichtet und Zeitvergleiche vorgenommen werden. Einige der zentralen Indikatoren sind nicht nur in dieser Studie enthalten, sondern werden für das F&I-Dashboard der Expertenkommission Forschung und Innovation genutzt. Mit der jährlich vorgelegten Studie können die auf dem Dashboard dargestellten Indikatoren aktualisiert und in der Zeitreihe verlängert werden." (Textauszug, IAB-Doku)
Weiterführende Informationen
Data product DOI: 10.5164/IAB.IABBP9322.de.en.v1 -
Literaturhinweis
An uncertain elite: Professional differences and similarities between engineers and tech workers in times of digital transformation (2025)
Krzywdzinski, Martin ; Pfeiffer, Sabine ; Ottaiano, Mario; Heinlein, Michael ; Kuhlmann, Martin; Ritter, Tobias; Neumer, Judith; Huchler, Norbert ;Zitatform
Krzywdzinski, Martin, Sabine Pfeiffer, Martin Kuhlmann, Mario Ottaiano, Michael Heinlein, Tobias Ritter, Judith Neumer & Norbert Huchler (2025): An uncertain elite. Professional differences and similarities between engineers and tech workers in times of digital transformation. In: Work Organisation, Labour and Globalisation, Jg. 19, H. 1, S. 84-104. DOI:10.13169/workorgalaboglob.19.1.0084
Abstract
"The digital transformation of industries has given rise to new categories of tech workers, such as software engineers and UX/UI designers, who now work alongside traditional engineers. This study explores the evolving relationship between these groups, focusing on work processes, status perceptions and professional interactions. The research questions addressed include: how has digitalisation affected these two groups’ work processes? - What strategies do they use to maintain or improve their career paths? And how do their roles converge or diverge? Using qualitative data from interviews and workshops in a German automotive company undergoing a digital and electric mobility transformation, the study finds both competition and cooperation between engineers and IT professionals, with the former adopting some IT work methods and the latter adjusting to the highly structured processes of the industrial sector. Despite growing overlaps, distinct professional identities nevertheless remain." (Author's abstract, IAB-Doku, © Pluto Journals Ltd.) ((en))
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Literaturhinweis
Gender equality and information technology: a bibliometric analysis and emerging future research direction (2025)
Zitatform
Kumari, Anshu & Manish Tiwari (2025): Gender equality and information technology: a bibliometric analysis and emerging future research direction. In: The international journal of sociology and social policy, Jg. 45, H. 11-12, S. 1205-1231. DOI:10.1108/ijssp-02-2025-0138
Abstract
"Purpose: This bibliometric analysis explores the evolving relationship between information technology (IT) and gender equality. It provides a comprehensive overview of current research trends and identifies emerging directions for future study. By investigating how IT influences social, economic and professional spheres, the study seeks to highlight the role of digital tools in addressing or perpetuating gender inequalities. Design/methodology/approach: The study employs the PRISMA methodology to conduct a bibliometric analysis of existing research on IT and gender equality. This approach allows for systematically examining the literature, identifying trends, gaps and the scope of current research. The analysis includes a review of publications from various disciplines, particularly social sciences and business, to understand the impact of IT on gender disparities. Findings: The findings reveal a complex and multifaceted relationship between IT and gender equality. Despite advancements in technology, gender disparities remain significant, influenced by factors such as discrimination and underrepresentation. The analysis indicates a growing academic interest in this field, with an anticipated increase in publications from 2022 to 2024. Research covers a broad spectrum of issues, including employment, career advancement and education. It has the potential to address gender inequalities but also faces challenges that must be addressed. Originality/value: This study is original in its approach to systematically analyzing the intersection of IT and gender equality using bibliometric methods. It provides valuable insights for policymakers, educators and industry leaders by highlighting the need for targeted interventions, educational reforms and global collaborations. The research underscores the importance of leveraging IT to advance gender equality and ensure that digital transformation benefits all members of society equitably." (Author's abstract, IAB-Doku, © Emerald Group) ((en))
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Literaturhinweis
To STEM or not to STEM: A cross-national analysis of gender and tertiary graduates in science, technology, engineering, and math, 1998–2018 (2025)
Zitatform
Lee, Seungah S., Christine Min Wotipka, Francisco O. Ramirez & Jieun Song (2025): To STEM or not to STEM: A cross-national analysis of gender and tertiary graduates in science, technology, engineering, and math, 1998–2018. In: International Journal of Comparative Sociology, Jg. 66, H. 1, S. 25-49. DOI:10.1177/00207152241243343
Abstract
"The comparative literature on gender and higher education has increasingly focused on differences in access to the fields of science, technology, engineering, and math (STEM). We contribute to this literature through a cross-national analysis of STEM graduates by gender between 1998 and 2018 across 90 countries. Many earlier studies emphasize the positive influence of a global liberal culture on women. More recent scholarship contends that women may be steered away from attaining a STEM degree in more liberal and individualistic societies. Our study shows a lower percentage of women graduates in STEM in countries that are more liberal. However, we find that the opposite is the case for men. Our findings are consistent with the idea that individuals in more liberal cultural contexts are more likely to make degree decisions based on individual preferences that are influenced by gendered societal norms. Both women and men are more likely to “indulge in their gendered selves” in these cultural contexts. Our findings are inconsistent with the idea that liberal modernity influences men and women in STEM in a gender-neutral mode." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Mehr als eine Farbe: Wie MINT die Zukunft greifbar macht und was dafür in unserem Bildungssystem passieren muss | iit (2025)
Lesperance, Kaley; Schaffrath, Scarlet;Zitatform
Lesperance, Kaley & Scarlet Schaffrath (2025): Mehr als eine Farbe: Wie MINT die Zukunft greifbar macht und was dafür in unserem Bildungssystem passieren muss | iit. (iit Perspektive / Institut für Innovation und Technik 76), Berlin, 16 S. DOI:10.23776/2025_02
Abstract
"Die wachsende Bedeutung der MINT-Fächer (Mathematik, Informatik, Naturwissenschaften und Technik) für Wirtschaft und Gesellschaft ist unbestreitbar. Diese Disziplinen bilden die Grundlage für Innovation und Fortschritt in zentralen Bereichen wie Digitalisierung, Klimaschutz, Ingenieurwissenschaften und Gesundheitswesen – und ermöglichen Lösungen für einige der drängendsten Herausforderungen unserer Zeit. Darüber hinaus sind die MINT-Fächer treibende Kräfte für wirtschaftliches Wachstum und internationale Wettbewerbsfähigkeit, da sie Industrien prägen und Arbeitsplätze schaffen. Trotz dieser Relevanz steht Deutschland weiterhin vor erheblichen Herausforderungen, eine ausreichend qualifizierte MINT-Arbeitskräftebasis zu entwickeln und zu sichern. Zwar hat sich der Fachkräftemangel in den MINT-Berufen in den vergangenen drei Jahren leicht verbessert, doch bestand zumindest im Jahr 2024 noch eine Lücke von 209.000 Fachkräften in diesem Bereich. Empirische Erkenntnisse und vorliegende Analysen bilden die Grundlage für die Entwicklung effektiver bildungspolitischer Maßnahmen im Bereich MINT. Zahlreiche Studien und Berichte haben Forschungsergebnisse geliefert, statistische Daten analysiert und in konkrete Handlungsempfehlungen überführt. Diese Studien liefern wertvolle Einblicke in Strategien, die das Engagement von Schüler:innen steigern, Chancengleichheit fördern und langfristiges Interesse an MINT-Fächern wecken. Dennoch bestehen weiterhin Lücken bei der Skalierung dieser Ansätze und bei der Überwindung von Ungleichheiten in verschiedenen Bildungskontexten. Aufbauend auf diesem Wissensstand zielt diese iit-perspektive darauf ab, die zentralen Handlungsempfehlungen relevanter MINT-Berichte in Deutschland zusammenzufassen." (Autorenreferat, IAB-Doku)
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Literaturhinweis
How IT-specialized majors pay off: Evidence from an IT industry shock (2025)
Zitatform
Liu, Tianze (2025): How IT-specialized majors pay off: Evidence from an IT industry shock. In: Labour Economics. DOI:10.1016/j.labeco.2025.102785
Abstract
"This paper studies how industry-specific shocks affect workers with specialized skills, focusing on the impact of the burst of the dotcom bubble on the careers of IT-specialized college graduates in Sweden. Graduates entering the labor market during the bust faced sharp initial earnings penalties and lower probabilities of IT sector employment compared to boom cohorts. However, they exhibited remarkable resilience, recovering earnings by leveraging their skills in high-paying, non-IT occupations. Incumbent IT workers, while remaining within the IT sector, experienced a decline in earnings as they moved to lower-premium firms." (Author's abstract, IAB-Doku, © 2025 The Author. Published by Elsevier B.V.) ((en))
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Literaturhinweis
STEM Immigration and U.S. STEM Workforce Development at the Intersections of Race/Ethnicity, Gender, and Immigration Status (2025)
Zitatform
Oh, Byeongdon (2025): STEM Immigration and U.S. STEM Workforce Development at the Intersections of Race/Ethnicity, Gender, and Immigration Status. In: Socius, Jg. 11, S. 1-20. DOI:10.1177/23780231251348092
Abstract
"Immigrants constitute nearly one third of science, technology, engineering, and mathematics (STEM) degree holders in the United States, yet their contributions to diversifying the U.S. STEM workforce are often overlooked. The author examines disparities in the likelihood of holding a STEM degree among college graduates, considering the intersections of race/ethnicity, gender, and immigration status. The analyses reveal that immigrant men and women from all non-White racial/ethnic groups are equally or more likely than their U.S.-born White counterparts to hold a STEM degree. However, compared with the U.S.-born, race/ethnicity and gender disparities are more pronounced among immigrants, particularly the 1.25th generation: those who earned a college degree in the United States after completing K–12 education in their countries of birth. The findings of this study underscore the limitations of social interventions that have narrowly focused on U.S.-born individuals in efforts to foster a more diverse and inclusive STEM workforce." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Causal decomposition analysis in disparities research: investigating the effect of self-efficacy on the gender gap in STEM (2025)
Zitatform
Quintana, Rafael, Soojin Park & Suyeon Kang (2025): Causal decomposition analysis in disparities research: investigating the effect of self-efficacy on the gender gap in STEM. In: Quality & quantity, Jg. 59, H. 4, S. 3327-3351. DOI:10.1007/s11135-025-02110-0
Abstract
"The underrepresentation of women in science, technology, engineering and mathematics (STEM) fields has been a subject of extensive research and policy debate. However, there is limited clarity regarding the specific mechanisms that generate these disparities, and which interventions are most effective in reducing the gap. In this study, we use causal decomposition analysis to estimate how the gender gap in STEM participation would change if we were to intervene on women’s self-efficacy beliefs in mathematics. Women tend to underestimate their abilities in math-related fields, which can affect their educational and career choices. The question we ask is to what extent the gender gap in individuals’ enrollment in STEM majors and identification with mathematics would be reduced if self-efficacy in mathematics were set to be equal across gender categories. The results suggest that equalizing this target factor will reduce the observed disparities in math identity by 53%, and in the enrollment of STEM majors by 2.5%. The modest influence of self-efficacy on enrollment disparities suggests that it is not the predominant factor. We discuss the implications of our empirical findings, as well as how causal decomposition analysis can benefit social and behavioral disparities research." (Author's abstract, IAB-Doku, © Springer-Verlag) ((en))
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Literaturhinweis
Deutlicher Stellenrückgang in IT-Berufen – besonders für hochqualifizierte Experten (2025)
Tiedemann, Jurek;Zitatform
Tiedemann, Jurek (2025): Deutlicher Stellenrückgang in IT-Berufen – besonders für hochqualifizierte Experten. (IW-Kurzberichte / Institut der Deutschen Wirtschaft Köln 2025,73), Köln, 3 S.
Abstract
"IT-Fachkräfte sind essenziell für die Digitalisierung, die digitale Transformation sowie die Umsetzung innovativer Projekte. Doch seitdem die deutsche Wirtschaft ihren Schwung verloren hat, sinkt gesamtwirtschaftlich die Nachfrage nach IT-Personal rasant – insbesondere nach hochqualifizierten Experten. Dies gilt allerdings nicht für alle Branchen: In der „Rechts- und Steuerberatung, Wirtschaftsprüfung“ ist die Zahl der offenen Stellen zuletzt gegen den Trend angestiegen." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Can Gender Stereotypes Explain the Gender‐Equality Paradox? A Reassessment (2025)
Zitatform
Uunk, Wilfred (2025): Can Gender Stereotypes Explain the Gender‐Equality Paradox? A Reassessment. In: Sociology Compass, Jg. 19, H. 10. DOI:10.1111/soc4.70117
Abstract
"The social science literature surprisingly found that gender differences in the choice of and preference for science, technology, engineering, and mathematics (STEM) study majors are larger in more gender-equal and affluent countries. This phenomenon is known as the Gender-Equality Paradox (GEP). Some scholars attributed GEP regarding students' mathematics intentions entirely to gender stereotypes, particularly the stereotype that “math is not for girls”. In this study, I reassess the finding that gender stereotypes can explain GEP because (a) the stereotype measure was not independently assessed from the prime respondents, overestimating the stereotype effect, (b) gender-STEM stereotypes may not associate with gender equality and societal affluence, and (c) the effect of gender-STEM stereotypes on gendered mathematics intentions may decrease with societal affluence. Multilevel analyses of data from the Programme for International Student Assessment (PISA) 2012 support my suggestions. A measure of gender-science stereotypes independently assessed from PISA—the Implicit Association Test—cannot satisfactorily account for GEP regarding students' mathematics intentions. The reasons are a weak association between gender-science stereotypes and societal affluence/gender equality, an only partially significant effect of these stereotypes on the gender gap in mathematics intentions, and a normative effect that decreases with societal affluence. Therefore, GEP remains a puzzling issue that warrants further investigation." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
What’s driving them? A qualitative approach to explore women entrepreneurs’ motivations in STEM (2025)
Zitatform
Voß, Julia, Benjamin Butz & Kerstin Ettl (2025): What’s driving them? A qualitative approach to explore women entrepreneurs’ motivations in STEM. In: International journal of gender and entrepreneurship, Jg. 17, H. 2, S. 215-244. DOI:10.1108/ijge-09-2023-0241
Abstract
"Purpose: Entrepreneurship and the disciplines of science, technology, engineering and mathematics (STEM) are considered important drivers of innovation. At the same time, the representation of women entrepreneurs in STEM remains low. Despite this disparity, a number of women still choose to start ventures and persist in pursuing their innovations in STEM. This study aims to examine the motivational factors that drive women entrepreneurs to approach and consistently pursue their innovations and ventures in STEM. Design/methodology/approach Drawing on the concept of the heterogeneity of motivational factors (Graham and Bonner, 2022) and Social Cognitive Theory (Bandura, 1986, 2001; Wood and Bandura, 1989), 24 semi-structured interviews were conducted with women entrepreneurs in STEM. This approach allowed for an in-depth exploration of the heterogeneous motivational factors influencing women entrepreneurs in STEM. Findings The motivations of women entrepreneurs in STEM are multifaceted, interrelated and dynamic. They encompass personal and cognitive, behavioral and environmental factors and partly change over time. This study reveals two levels of heterogeneity: the heterogeneity of women entrepreneurs’ entrepreneurial motivations, and the within-context heterogeneity of women entrepreneurs in STEM themselves. Originality/value This study addresses the need for a deeper understanding of women entrepreneurs in STEM. By focusing on nuanced aspects of entrepreneurial motivations that are often overlooked in the existing literature, this research provides valuable insights and discusses implications for theory, policy and education." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Akademiker/-innen (2025)
Zitatform
(2025): Akademiker/-innen. (Berichte: Blickpunkt Arbeitsmarkt / Bundesagentur für Arbeit), Nürnberg, o. S.
Abstract
"Die Entwicklung am Arbeitsmarkt für Akademikerinnen und Akademiker ist 2024 zweigeteilt (Online-Bericht Teil A: Allgemeiner Teil / Online-Bericht Teil B: Berufsgruppen). Die wirtschaftliche Schwäche hat sich in einem stärkeren prozentualen Rückgang der gemeldeten Nachfrage niedergeschlagen als in den anderen Qualifikationsstufen. Die Arbeitslosenzahl hat überdurchschnittlich zugenommen. Trotz des Anstiegs signalisiert die Arbeitslosenquote mit einem Wert von 2,9 Prozent aber weiterhin Vollbeschäftigung. Gleichzeitig hat sich das Wachstum der sozialversicherungspflichtigen Beschäftigung weiter fortgesetzt, wenngleich nicht mehr so kräftig wie in den Jahren 2022 und früher." (Textauszug, IAB-Doku)