The Emergence of Gender-Specific Competence Patterns and Decision Making During the Course of Educational and Job Careers in Germany

Abstract

Starting at the earliest phase in the educational career, our analyses show that there are already gender differences in mathematical competencies at early preschool age, but against the usual expectations, in favour of girls. In primary school, the early gender-specific differences are then reinforced: Boys perform better in mathematics and girls in German language. Nevertheless, these relative advantages in each domain compensate for each other, so there are no significant differences in the overall performance. Concerning the transition from secondary school to vocational training or higher education there was some evidence from the data that among graduates, young women tend to opt more often for vocational training than young men, whereas the men more often choose to study at universities for applied science than women. We did not find gender differences regarding university entry: Women do not aim lower with respect to university entry at similar grades than boys. Finally, our results show the important role of mothers in shaping the level of education of their daughters. In summary, based on our analyses the expected cumulative differences among boys and girls and men and women over the life course appear to be in accordance with the so-called Matthew effect hypothesis: Small gender differences at preschool age are getting bigger over the school career, not so much with regard to competence trajectories but with regard to the chosen subjects in schools and fields of study at vocational training and tertiary education.