MINT-Berufe
MINT-Berufsfelder - Mathematik, Informatik, Naturwissenschaften und Technik - bieten einen dynamisch wachsenden Arbeitsmarkt und gute Beschäftigungschancen. Ziel vieler seit 2008 ins Leben gerufenen Initiativen wie z. B. "Komm, mach MINT" ist es, mehr Frauen für duale und akademische Berufe in den Bereichen Mathematik, Informatik, Naturwissenschaften und Technik zu gewinnen.
In dieser Infoplattform finden Sie aktuelle Literatur zum Thema.
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Literaturhinweis
It's not just for boys! Understanding gender differences in STEM (2019)
Delaney, Judith M.; Devereux, Paul J.;Zitatform
Delaney, Judith M. & Paul J. Devereux (2019): It's not just for boys! Understanding gender differences in STEM. (IZA discussion paper 12176), Bonn, 55 S.
Abstract
"While education levels of women have increased dramatically relative to men, women are still greatly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) college programmes. We use unique data on preference rankings for all secondary school students who apply for college in Ireland and detailed information on school subjects and grades to decompose the sources of the gender gap in STEM. We find that, of the 22 percentage points raw gap, about 13 percentage points is explained by differential subject choices and grades in secondary school. Subject choices are more important than grades - we estimate male comparative advantage in STEM (as measured by subject grades) explains about 3 percentage points of the gender gap. Additionally, differences in overall achievement between girls and boys have a negligible effect. Strikingly, there remains a gender gap of 9 percentage points even for persons who have identical preparation at the end of secondary schooling (in terms of both subjects studied and grades achieved); however, this gap is only 4 percentage points for STEM-ready students. We find that gender gaps are smaller among high-achieving students and for students who go to school in more affluent areas. There is no gender gap in science (the large gaps are in engineering and technology), and we also find a smaller gender gap when we include nursing degrees in STEM, showing that the definition of STEM used is an important determinant of the conclusions reached." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Understanding gender differences in STEM: Evidence from college applications (2019)
Delaney, Judith M.; Devereux, Paul J.;Zitatform
Delaney, Judith M. & Paul J. Devereux (2019): Understanding gender differences in STEM. Evidence from college applications. In: Economics of Education Review, Jg. 72, S. 219-238. DOI:10.1016/j.econedurev.2019.06.002
Abstract
"While education levels of women have increased dramatically relative to men, women are still greatly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) college programmes. We use unique data on preference rankings for all secondary school students who apply for college in Ireland and detailed information on school subjects and grades to decompose the sources of the gender gap in STEM. We find that, of the 22 percentage points raw gap, about 13 percentage points is explained by differential subject choices and grades in secondary school. Subject choices are more important than grades – we estimate male comparative advantage in STEM (as measured by subject grades) explains about 3 percentage points of the gender gap. Additionally, differences in overall achievement between girls and boys have a negligible effect. Strikingly, there remains a gender gap of 9 percentage points even for persons who have identical preparation at the end of secondary schooling (in terms of both subjects studied and grades achieved); however, this gap is only 4 percentage points for STEM-ready students. We find that gender gaps are smaller among high-achieving students and for students who go to school in more affluent areas. There is no gender gap in science (the large gaps are in engineering and technology), and we also find a smaller gender gap when we include nursing degrees in STEM, showing that the definition of STEM used is an important determinant of the conclusions reached." (Author's Abstract, IAB-Doku)
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Literaturhinweis
Vorhersage des Studienabbruchs in naturwissenschaftlich-technischen Studiengängen (2019)
Fleischer, Jens ; Sumfleth, Elke; Lang, Martin; Brand, Matthias; Leutner, Detlev; Schmiemann, Philipp; Fischer, Hans;Zitatform
Fleischer, Jens, Detlev Leutner, Matthias Brand, Hans Fischer, Martin Lang, Philipp Schmiemann & Elke Sumfleth (2019): Vorhersage des Studienabbruchs in naturwissenschaftlich-technischen Studiengängen. In: Zeitschrift für Erziehungswissenschaft, Jg. 22, H. 5, S. 1077-1097. DOI:10.1007/s11618-019-00909-w
Abstract
Vor dem Hintergrund vergleichsweise hoher Abbruchquoten in den naturwissenschaftlich-technischen Studiengängen kommt der Untersuchung des Studienerfolgs insbesondere in diesen Studiengängen eine besondere Relevanz zu. Im vorliegenden Beitrag werden Prädiktoren des Studienabbruchs in der Eingangsphase naturwissenschaftlich-technischer Studiengänge untersucht. Hierbei zeigen sich das fachliche Vorwissen, das mathematische Wissen, das fachbezogene Studieninteresse, die Erwartungskomponente der Studienmotivation, das Engagement im Studium sowie die Zufriedenheit mit den Studieninhalten als relevante Prädiktoren sowohl für die Studienabbruchsintention als auch für das Risiko eines tatsächlichen Studienabbruchs. Die Zufriedenheit mit den Studieninhalten erweist sich dabei als Mediator, über den ein Teil der Effekte der anderen Prädiktoren auf die Abbruchsintention vermittelt wird. Die Abbruchsintention stellt wiederum einen frühen Indikator für das Risiko eines späteren Studienabbruchs dar. Die Ergebnisse zeigen sowohl Gemeinsamkeiten als auch Unterschiede zwischen den betrachteten Studiengängen hinsichtlich der Bedeutung der einzelnen Prädiktoren. (Autorenreferat, IAB-Doku)
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Literaturhinweis
Frauen in IT: Handlungsempfehlungen zur Gewinnung von Frauen für Informatik (2019)
Friedrich, Julius-David; Hachmeister, Cort-Denis; Roessler, Isabel; Ulrich, Saskia; Nickel, Sigrun; Peksen, Sude;Zitatform
Friedrich, Julius-David, Cort-Denis Hachmeister, Sigrun Nickel, Sude Peksen, Isabel Roessler & Saskia Ulrich (2019): Frauen in IT: Handlungsempfehlungen zur Gewinnung von Frauen für Informatik. (Centrum für Hochschulentwicklung. Arbeitspapier 222), Gütersloh, 17 S.
Abstract
"Verglichen mit anderen Studienbereichen nehmen nach wie vor nur wenige Frauen ein Informatikstudium auf: Nur 20 Prozent der Studierenden sind weiblich. Die Gründe dafür sind vielfältig und liegen unter anderem in der Sozialisierung in der Schule. Junge Mädchen werden schon früh auf soziale Themen mit Bezug zur Kommunikation oder zum Umgang mit Menschen geprägt und schrecken oftmals vor einem Studium im MINT-Bereich zurück. (...) Aber wie muss ein Informatikstudium optimaler Weise gestaltet sein, um (mehr) Frauen anzusprechen? Dieser Frage wurde zwischen März 2017 und Februar 2019 im Rahmen des vom CHE durchgeführten und vom BMBF (Förderkennzeichen 01FP1635) geförderten Projektes FRUIT - Frauen in IT nachgegangen." (Textauszug, IAB-Doku)
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Literaturhinweis
Gender equality and positive action: Evidence from UK universities (2019)
Zitatform
Gamage, Danula K. & Almudena Sevilla (2019): Gender equality and positive action: Evidence from UK universities. (IZA discussion paper 12211), Bonn, 35 S.
Abstract
"This paper examines the impact of the Athena Scientific Women's Academic Network (SWAN) Charter on the wages and employment trajectories of female faculty. The Athena SWAN Charter is a gender equality initiative that formally recognises good practice towards the representation and career progression of women in Science, Technology, Engineer, Mathematics, and Medicine (STEMM) through an accreditation process. We find that the gender wage gap closes after Athena SWAN accreditation. However, female faculty at the non-professorial level are not more likely to being promoted to professor after accreditation, or to move to an Athena SWAN accredited university. Taken together these results suggest that the higher wage growth experienced by female non-professorial faculty after Athena SWAN accreditation is likely to come from pay rises within a particular rank." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
The STEM requirements of "Non-STEM" jobs: Evidence from UK online vacancy postings (2019)
Zitatform
Grinis, Inna (2019): The STEM requirements of "Non-STEM" jobs: Evidence from UK online vacancy postings. In: Economics of education review, Jg. 70, H. June, S. 144-158. DOI:10.1016/j.econedurev.2019.02.005
Abstract
"Are employers in 'non-STEM' occupations (e.g. Graphic Designers, Economists) interested in STEM (Science, Technology, Engineering, and Mathematics) graduates because of the knowledge and skills they acquired through their STEM education (e.g. 'C++', 'Systems Engineering') or simply because of their problem solving and analytical abilities? This is an important question in the UK where less than half of STEM graduates work in STEM occupations, and where this apparent leakage from the 'STEM pipeline' is often considered as a wastage of resources. To address it, this paper goes beyond the discrete divide of occupations into STEM vs. non-STEM: using UK online vacancy postings, we measure STEM requirements at the level of jobs, by classifying each posting as either STEM or non-STEM based on its job description text instead of its occupation identifier. We find that 35% of all STEM jobs belong to non-STEM occupations, and that 15% of all vacancies posted in non-STEM occupations are in fact STEM jobs. Moreover, STEM jobs are associated with higher wages within both STEM and non-STEM occupations." (Author's abstract, © 2019 Elsevier) ((en))
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Literaturhinweis
An inquiry on the impact of highly-skilled STEM immigration on the U.S. economy (2019)
Gunadi, Christian;Zitatform
Gunadi, Christian (2019): An inquiry on the impact of highly-skilled STEM immigration on the U.S. economy. In: Labour Economics, Jg. 61, S. 101751. DOI:10.1016/j.labeco.2019.101751
Abstract
"This article estimates the potential economic benefits of STEM immigration and examines the impact of highly skilled STEM immigration on the wage structure in the United States. Considering that foreign-born share of STEM workers has been increasing rapidly in recent years, there are new interests in examining the extent to which labor market outcomes of natives – and immigrants alike – are affected by this supply inflow. The analysis yields a few main findings. First, U.S. and foreign-born STEM workers with similar skills have a high but finite elasticity of substitution ( ∼ 18), implying that the adverse impact of STEM immigration would be more concentrated among immigrant STEM workers themselves. Second, 2000–2015 foreign STEM labor supply shock increases the average wage of preexisting U.S.-born STEM workers by 4.67%. This finding, however, masks a distributional consequence of the shock as native STEM workers with higher educational attainment experience lower wage gains. Finally, the economic benefit for native workers from 2000–2015 foreign STEM supply shock is approximately 103 billion USD or 1.03% of U.S. GDP in 1999. Almost all of this benefit comes from the productivity spillovers associated with high-skilled STEM immigration that increase the productivity and wages of U.S.-born workers." (Author's abstract, IAB-Doku, © 2020 Elsevier) ((en))
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Literaturhinweis
Gender differences in student dropout in STEM (2019)
Isphording, Ingo E.; Qendrai, Pamela;Zitatform
Isphording, Ingo E. & Pamela Qendrai (2019): Gender differences in student dropout in STEM. (IZA research report 87), Bonn, 15 S.
Abstract
"The misrepresentation of females among STEM graduates is believed to be an important driver behind the gender gap in labor market success. While barriers to entry into STEM for female students have gained strong attention by education researchers, subsequent gender differences in the persistence of pursuing STEM studies are less well understood. In this research note, we quantify the gender gap in dropout out of STEM using a representative student survey in Germany and apply a descriptive decomposition technique to differentiate between gender differences driven by differences in observed characteristics and behavioral differences. Our results point to a significant gap in dropout rates that cannot be explained by observable characteristics. Rather, female students in STEM appear to be positively selected in terms of the study capital, yet display higher dropout rates than their male counterparts. We discuss potential behavioral explanations and provide recommendations for policy interventions." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Regionale Mobilität von Lehrlingen: Auszubildende in MINT-Berufen pendeln besonders häufig (2019)
Zitatform
Jost, Oskar, Holger Seibert & Doris Wiethölter (2019): Regionale Mobilität von Lehrlingen: Auszubildende in MINT-Berufen pendeln besonders häufig. (IAB-Kurzbericht 02/2019), Nürnberg, 8 S.
Abstract
"Das Angebot an Lehrstellen auf dem deutschen Ausbildungsstellenmarkt ist heterogen: In einigen Regionen stehen den Jugendlichen deutlich mehr Ausbildungsplätze zur Verfügung als in anderen. Die Mobilität der Auszubildenden ist daher ein wichtiger Ausgleichsmechanismus. Das Autorenteam untersucht die Lehrstellenversorgung und das Pendelverhalten der Lehrlinge nicht nur zwischen Regionen - und vor allem zwischen Ost- und Westdeutschland - , sondern auch in Abhängigkeit von Schulabschluss und Ausbildungsberuf." (Autorenreferat, IAB-Doku)
Weiterführende Informationen
- Zusammenhang zwischen dem Anteil der Beschäftigten in Großbetrieben und der regionalen Ausbildungsplatzversorgung auf Kreisebene
- Regionale Mobilität von Auszubildenden nach Geschlecht und Schulbildung
- Ausbildungsplatzversorgung in West- und Ostdeutschland 1999 bis 2017
- Die jeweils fünf Berufshauptgruppen mit der höchsten und niedrigsten regionalen Mobilität von Auszubildenden
- Zusammenhang zwischen der regionalen Ausbildungsplatzversorgung und dem gewichteten Pendlersaldo der Auszubildenden auf Kreisebene
- Durchschnittliche Distanzen zwischen Wohn- und Arbeitsortgemeinde der Auszubildenden nach Landkreis der Wohnortgemeinde
- Regionale Ausbildungsplatzversorgung und gewichteter Pendlersaldo der Auszubildenden auf Kreisebene
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Literaturhinweis
Regionale Mobilität von Lehrlingen: Auszubildende in MINT-Berufen pendeln besonders häufig (2019)
Zitatform
Jost, Oskar, Holger Seibert & Doris Wiethölter (2019): Regionale Mobilität von Lehrlingen: Auszubildende in MINT-Berufen pendeln besonders häufig. In: Bildung und Beruf, Jg. 2, H. April, S. 126-132., 2019-02-22.
Abstract
"Das Angebot an Lehrstellen auf dem deutschen Ausbildungsstellenmarkt ist heterogen: In einigen Regionen stehen den Jugendlichen deutlich mehr Ausbildungsplätze zur Verfügung als in anderen. Die Mobilität der Auszubildenden ist daher ein wichtiger Ausgleichsmechanismus. Das Autorenteam untersucht die Lehrstellenversorgung und das Pendelverhalten der Lehrlinge nicht nur zwischen Regionen - und vor allem zwischen Ost- und Westdeutschland - , sondern auch in Abhängigkeit von Schulabschluss und Ausbildungsberuf." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Men's overpersistence and the gender gap in science and mathematics (2019)
Penner, Andrew M.; Willer, Robb;Zitatform
Penner, Andrew M. & Robb Willer (2019): Men's overpersistence and the gender gap in science and mathematics. In: Socius, Jg. 5, S. 1-17. DOI:10.1177/2378023118821836
Abstract
"Large and long-standing gaps exist in the gender composition of science, technology, engineering, and mathematics (STEM) fields. Abundant research has sought to explain these gaps, typically focusing on women, though these gaps result from the decisions of men as well as women. Here we study gender differences in STEM persistence with a focus on men's choices, finding that men persist in these domains even where opting out could lead to greater material payoffs. Study 1 employed a novel experimental paradigm for measuring 'overpersistence,' finding that undergraduate men chose mathematics questions over verbal questions at higher rates than undergraduate women on a test in which mathematics questions were substantially more difficult than verbal questions and participants were paid for correct answers. Study 2 analyzed data from a nationally representative longitudinal survey, finding that men are more likely than women to retake college STEM courses after failing them and that men's STEM retaking after failure is as likely to lead to lower later life earnings as to higher earnings. Finally, in Study 3, we used a survey-embedded experiment to examine the intervening factors driving men's overpersistence in a diverse sample of adults. Integrating prior theoretical work, we find evidence for a model in which cultural stereotypes of male superiority in mathematics lead men both to be more confident in and identify more with the mathematics domain, factors that in turn lead men to pursue math to a greater extent than women." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Changierende Subjektpositionen und implizite Vergeschlechtlichungen Zur diskursiven (Re-)Produktion hierarchischer Geschlechterverhältnisse am Beispiel der Ingenieurarbeit im Bereich erneuerbare Energien (2019)
Prietl, Bianca;Zitatform
Prietl, Bianca (2019): Changierende Subjektpositionen und implizite Vergeschlechtlichungen Zur diskursiven (Re-)Produktion hierarchischer Geschlechterverhältnisse am Beispiel der Ingenieurarbeit im Bereich erneuerbare Energien. In: Soziale Welt, Jg. 70, H. 1, S. 93-120. DOI:10.5771/0038-6073-2019-1-93
Abstract
"Dieser Beitrag analysiert am Beispiel der Ingenieurarbeit im Bereich erneuerbare Energien, wie hierarchische Geschlechterverhältnisse auf der Ebene kultureller (Wissens-)Ordnungen unter Bedingungen des Wandels, nämlich im Kontext der sogenannten Energiewende, diskursiv aufrechterhalten bzw. transformiert werden. Hierzu rekonstruiert er auf Basis qualitativer Interviews, welche Subjektpositionen Ingenieur_innen im Regenerativenergiebereich in gegebenenfalls vergeschlechtlichter Form deutungsmächtig machen. Anstatt einer monolithischen Vorstellung von dem oder der Ingenieur_in finden sich dabei changierende Deutungungen von Ingenieurarbeit und ihren Träger_innen, die vordergründig neutral, aber implizit mit teils widersprüchlichen Vorstellungen von Geschlecht verknüpft sind. Diese androzentrischen Formen der (beruflichen) Subjektivierung eröffnen für Männer und Frauen ungleiche Chancen der sozialen (An-)Erkennung (in der Erwerbssphäre) und können so als diskursive Mechanismen der (Re-)Produktion hierarchisch vergeschlechtlichter Strukturen im technischen Feld gewertet werden." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Gender in academic STEM: A focus on men faculty (2019)
Zitatform
Sattari, Negin & Rebecca L. Sandefur (2019): Gender in academic STEM: A focus on men faculty. In: Gender, work & organization, Jg. 26, H. 2, S. 158-179. DOI:10.1111/gwao.12249
Abstract
"In this study, we explore how men faculty understand the role of gender in shaping faculty experiences in academic science, technology, engineering and mathematics (STEM) and how they position themselves in relation to inequalities disfavouring women. Our data reveal diversity among men in their understandings regarding challenges facing women in STEM. The majority of our participants revealed gender-blind perspectives and argued that the egalitarian structure of academia does not allow gender to impact attainments in STEM in any significant way. However, a considerable number of them felt privileged compared to women and described subtle ways in which gender shapes opportunities. Our findings show the important implications of men's sensitivity to gender in the ways they perform their professional roles as, for example, mentors, colleagues and teachers in relation to women in STEM. They further call for attention to men's perceptions of gender issues when designing institutional interventions for improving women's conditions in STEM." (Author's abstract, Published by arrangement with John Wiley & Sons) ((en))
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Literaturhinweis
New managerialism in the academy: Gender bias and precarity (2019)
Steinþórsdóttir, Finnborg S. ; Smidt, Thomas Brorsen; Einarsdóttir, Þorgerður ; Pétursdóttir, Gyða M. ; Le Feuvre, Nicky ;Zitatform
Steinþórsdóttir, Finnborg S., Thomas Brorsen Smidt, Gyða M. Pétursdóttir, Þorgerður Einarsdóttir & Nicky Le Feuvre (2019): New managerialism in the academy: Gender bias and precarity. In: Gender, work & organization, Jg. 26, H. 2, S. 124-139. DOI:10.1111/gwao.12286
Abstract
"In the era of global competition, academic institutions are increasingly being managed as efficient organizations where early career academics are the most vulnerable group in the academic hierarchy. We use gender budgeting to deconstruct the financial and managerial processes and procedures in a selected academic institution in Iceland. Drawing on multiple data collection methods, we argue that new managerialism enhances the precarious position of early career academics, especially women and those in the more feminized fields. Furthermore, we show that the system's bias in favour of so-called hard science generates gendered consequences for early career academics. We demonstrate this structural gender bias in each of the first three stages of an academic career: PhD, postdoc and other temporary positions, and assistant professorship. By highlighting the gendered consequences of new managerialism, we want to direct attention to the need to include a gender perspective in the budgeting and all the decision-making processes in academic institutions." (Author's abstract, Published by arrangement with John Wiley & Sons) ((en))
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Literaturhinweis
The effect of university fees on applications, attendance and course choice: evidence from a natural experiment in the UK (2019)
Sá, Filipa;Zitatform
Sá, Filipa (2019): The effect of university fees on applications, attendance and course choice. Evidence from a natural experiment in the UK. In: Economica, Jg. 86, H. 343, S. 607-634. DOI:10.1111/ecca.12278
Abstract
"Over the past two decades, large changes have been introduced to the level of university fees in the UK, with significant variation across countries. This paper exploits this variation to examine the effect of fees on university applications, attendance and course choice. It finds that applications decrease in response to higher fees with an elasticity of demand of about -0.4. Attendance also decreases. The reduction in applications and attendance is larger for courses with lower salaries and employment rates after graduation, for non-STEM subjects, and for less selective universities." (Author's abstract, Published by arrangement with John Wiley & Sons) ((en))
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Literaturhinweis
Gendered STEM career choices: Altruistic values, beliefs, and identity (2019)
Zitatform
Wegemer, Christopher M. & Jacquelynne S. Eccles (2019): Gendered STEM career choices: Altruistic values, beliefs, and identity. In: Journal of vocational behavior, Jg. 110, H. February/Pt. A, S. 28-42. DOI:10.1016/j.jvb.2018.10.020
Abstract
"Female representation remains uneven across STEM fields. Expectancy-Value Theory provides a framework for understanding complexities of STEM career choices; values, as well as gendered beliefs and identity, predict achievement-related behaviors and are associated with STEM gender differences. Specifically, this study aims to understand how altruism and femininity may differentiate membership in STEM fields. The Maryland Adolescent Development in Context Study tracked adolescents from 7th grade to age 26. Six cross-sectional sub-samples of participants associated with STEM outcomes were used. We found altruism partially accounted for gender discrepancies between STEM disciplines; gender, altruism, and femininity predicted towards life sciences and away from physical sciences. Altruism mediated the relationship between femininity and STEM choice and was substantially more predictive than self-concept of ability. This study highlights the importance of values and offers evidence that STEM career trajectories may be influenced by congruency between values, identity, and gendered beliefs about STEM fields." (Author's abstract, © 2018 Elsevier) ((en))
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Literaturhinweis
Token entrepreneurs: a review of gender, capital, and context in technology entrepreneurship (2019)
Wheadon, Mandy; Duval-Couetil, Nathalie;Zitatform
Wheadon, Mandy & Nathalie Duval-Couetil (2019): Token entrepreneurs: a review of gender, capital, and context in technology entrepreneurship. In: Entrepreneurship and Regional Development, Jg. 31, H. 3/4, S. 308-336. DOI:10.1080/08985626.2018.1551795
Abstract
"This article reviews the literature on gender and entrepreneurship in technology to explore individual and contextual factors maintaining the token status of women in this field. It examines how the intersection of gender and context influences participation rates in entrepreneurship, and suggests that the deeply embedded cultural and cognitive associations that frame both technology and entrepreneurship as masculine concepts create barriers for women when these contexts overlap. It offers a framework for research and practice that aids in the analysis of complex multi-level barriers that control access to the forms of capital necessary for initial and continued participation in technology entrepreneurship. Given calls for women to participate more fully in high-growth technology ventures, it highlights the need for research to incorporate broader analytical perspectives that simultaneously examine both the barriers faced by women in these contexts and the factors that systemically sustain them." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
She figures 2018 (2019)
Zitatform
Europäische Kommission. Generaldirektion Forschung und Innovation (2019): She figures 2018. (She figures), Brüssel, 215 S. DOI:10.2777/936
Abstract
"Equality between women and men is a core value of the European Union, actively promoted in all aspects of life by the European Commission. What is the situation in Research and Innovation? Are women participating and contributing to it to the same extent as men? Or is the so-called 'leaky pipeline', the phenomenon of women dropping out of research and academic careers at a faster rate than men, still prevalent?
The She Figures 2018 presents the latest available official statistics on the footprint of women in the research landscape. The data follow the 'chronological journey' of researchers, from graduating from higher education programmes to acquiring decision-making roles, while considering their working conditions and intellectual outputs. The publication highlights also the differences between women and men in all these respects.
Produced in close collaboration between the European Commission and the Statistical Correspondents of the EU Member States and Associated Countries, She Figures 2018 is recommended reading for policymakers, researchers and anybody with a general interest in these issues." (Author's abstract, IAB-Doku) ((en)) -
Literaturhinweis
Zur Bedeutung des Fachkräftemangels und des Fachkräfteeinwanderungsgesetzes: Antwort der Bundesregierung auf die Kleine Anfrage der Abgeordneten und der Fraktion DIE LINKE (Drucksache 19/8119) (2019)
Zitatform
Bundesministerium für Arbeit und Soziales (2019): Zur Bedeutung des Fachkräftemangels und des Fachkräfteeinwanderungsgesetzes. Antwort der Bundesregierung auf die Kleine Anfrage der Abgeordneten und der Fraktion DIE LINKE (Drucksache 19/8119). (Verhandlungen des Deutschen Bundestages. Drucksachen 19/9401 (11.04.2019)), 139 S.
Abstract
Die Bundesregierung antwortet auf die Anfrage der Fraktion DIE LINKE zur Bedeutung des Fachkräftemangels und des Fachkräfteeinwanderungsgesetzes. (IAB-Doku)
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Literaturhinweis
Did OPT policy changes help steer and retain foreign talent into stem? (2018)
Zitatform
Amuedo-Dorantes, Catalina, Delia Furtado & Huanan Xu (2018): Did OPT policy changes help steer and retain foreign talent into stem? (IZA discussion paper 11548), Bonn, 38 S.
Abstract
"Academia and the public media have emphasized the link between STEM majors and innovation, as well as the need for STEM graduates in the U.S. economy. Given the proclivity of international students to hold STEM degrees, immigration policy may be used to attract and retain high-skilled STEM workers in the United States. We examine if a 2008 policy extending the Optional Practical Training (OPT) period for STEM graduates affected international students' propensities to major in a STEM field. Using data from the National Survey of College Graduates, we find that, relative to foreign-born U.S. college graduates who arrived on other visas allowing them to work, foreign-born students who first came to the United States on student visas became 18 percent more likely to major in STEM following the OPT policy change. We also find that the OPT policy change increased the likelihood of adding a STEM major among students who had listed a non-STEM major as their first major, as well as the propensity to pursue a master's degree in a STEM field among students whose bachelor's degree was in a non-STEM field." (Author's abstract, IAB-Doku) ((en))