Intergenerational Transmission of STEM Interests

with S. Häckl, M. W. P. Thijssen 

Summary by ChatGPT:  This study investigates the association between parents' and children's STEM interests, addressing concerns of reverse causality and exploring peer effects within classrooms. Regression models reveal a significant link between parent's STEM interests and their child's, with notable gender differences. Peer effects are examined, showing substantial influence within classrooms, especially for girls, surpassing the impact of the share of girls. Combining parental and peer influences, results indicate that girls are equally affected by both, while boys show minimal influence from either source. The study also explores teacher stereotypes' impact on girls' STEM confidence, replicating Carlana's findings. Overall, the research provides nuanced insights into the dynamics of parental, peer, and teacher influences on children's STEM interests, emphasizing the importance of gender-specific considerations. These findings contribute to understanding the multifaceted factors shaping children's attitudes toward STEM subjects.

(ongoing work)