Who Goes into STEM Disciplines? Evidence from the Youth in Transition Survey

Ross Finnie and Stephen Childs

Canadian Public Policy, 2018, vol. 44, issue S1, S43-S55

Abstract: This article presents an empirical analysis of access to post-secondary education (PSE) as it pertains to students in science, technology, engineering, and mathematics (STEM) programs, who are vital to the nation’s economic performance, especially with respect to its information and communication technology (ICT) sector. The analysis is based on the rich Youth in Transition Survey, Cohort A (YITS–A), which follows a representative sample of Canadian youth age 15 in 1999 through to the normal point at which PSE decisions are made. The main findings include that female students go into STEM disciplines at a much lower rate than male students, even after controlling for a broad set of control variables, including high school grades in math and science. Conversely, visible minorities, especially those who are first-generation immigrants, and particularly those from a specific set of regions, participate at much higher rates than others. These results have implications for the ICT talent pool of the future.

Keywords: STEM; post-secondary education (PSE); schooling choice; Youth in Transition Survey (YITS) (search for similar items in EconPapers)
Date: 2018
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