Gendered career expectations in context: the relevance of normative and comparative reference groups

Although women are increasingly entering male-dominated careers, they remain strongly underrepresented in science, technology, engineering and mathematics (STEM) occupations. While previous explanations emphasize the importance of individual preferences or family socialization, less is known about how school context contributes to these differences. This study aimed examine role classroom as a frame reference for students’ career expectations, focusing on comparative normative group effects. Building gender socialization theory rational choice models, I investigate whether contextual effects affect occupational expectations gender-specific way. Drawing large representative sample secondary students Germany, find that gap larger classrooms characterized by high mathematical confidence aspirations toward STEM. In with pronounced STEM-related climate, female frequently expect work STEM career, while male same climate associated higher More generally, this demonstrates research explanation differences profits from incorporating social within schools classrooms.