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Is Entering STEM Socially Contagious? Contextual Factors in Women’s Educational Decisions

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Zawistowska A.
Polish Sociological Review
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2017
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vol. 197
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issue 1
51-66
EN
Despite the nonexistence of institutional obstacles, majors in science and mathematics continuously attract women to a greater extent than those in technology and engineering. Based on a series of in-depth interviews conducted with students of various STEM majors in an university and a polytechnic in the same city in Poland, this paper attempts to explore the reasons for this divergence. Analysis of the detailed biographical narrations reveals that the women’s choice of male-dominated majors coincides with the presence of a significant role model (SRM) in the close social network. An SRM is an individual who is more experienced in a given domain and who has personal, lasting, and emotional contact with the decision-maker. The presence of an SRM was observed most often among female students of polytechnic, and was hardly observable among their university counterparts. The SRM provided various forms of support and information, and debunked discouraging stereotypes of maledominated majors. Furthermore, a long-lasting relationship with the SRM led to the development of a strong preference for polytechnics over universities. Those findings fit well with the explanations provided by the theory of social contagion.
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Niezamierzone skutki stosowania testów wysokiej stawki. Lekcja z amerykańskiej reformy NCLB

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Zawistowska A.
Studia Edukacyjne
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2016
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issue 42
39-64
EN
Educational decision makers willingly draw on solutions adopted in other countries. It was also the case in Polish educational reform started in late 90s. Since the introduction of the reform, Poland joined countries whose educational system is divided into three levels, each ending with an exit exams and core curriculum is set to teaching standards. The exams seem to be the most important element of the Polish reform. While the designers of educational policies are often inspired by the experiences of other countries during the planning phase, they are less willing to learn from them when it comes to predicting outcomes of the reform. A good case to analyze potential consequences of high-stakes testing is United States, where standardized tests have been administered since the beginning of the era of mass education. In this paper I will analyze the effects of the last, most controversial federal reform, commonly known as No Child Left Behind introduced in 2002. Findings of the study might be used to predict potential unintended effects of using the high stakes tests for accountability policy. The article addresses the problem of test scores inflation as well as the factors which may accelerate it.
3
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„Płeć matematyki”. Zróżnicowania osiągnięć ze względu na płeć wśród uzdolnionych uczniów

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Zawistowska A.
Studia Socjologiczne
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2013
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issue 3(210)
75–95
EN
Research on performance in mathematics shows that an average achievement of men and women is only slightly different. A much bigger difference exists among students at high achievement levels; in this group, there are more boys than girls. This paper addresses the question how mathematical subdisciplines and types of tests shape gender proportion at higher percentiles of achievement distribution. An analysis of a wide range of data including the results of PISA, exams taken at the end of lower secondary school and high school as well as so-called “mathematical Olympics” brings out three conclusions: (1) there is a gender gap in all subscales of PISA scales, (2) the largest differences exist in scales related to spatial abilities, (3) gender gap widens together with an increase in the level of difficulty as well as with the transition to higher educational levels.
4
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Wykształcenie rodziców a kierunki studiów ich dzieci

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Zawistowska A.
Nauka i Szkolnictwo Wyższe
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2009
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issue 1(33)
91-112
EN
The paper aims to answer two questions concerning inequalities at the tertiary level of education. Firstly, the impact of social background on the choices of fields studies, and, secondly, the gender-driven selection of fields of study. Research conducted to date has shown a visible relationship between one’s social background and the selection of academic disciplines studied. Individuals who have better-educated parents are more likely to study prestigious fields such as law or medicine. It has also been claimed that women are more likely to choose studies in humanities and social Sciences whereas men favour technical studies. Will these trends continue to exist given the rapid increase in the number of tertiary-level students in Poland sińce 1990s? The results of a survey conducted in three public universities in Białystok in 2008 have shown that students’ choices are driven by both their social background and gender. Also, a relationship has been identified between the choices of fields of study and the overall propensity to take risks. The author interprets the results of the survey building on the theory of cultural Capital, theory of monopolisation and rational choice.
PL
Celem artykułu jest próba odpowiedzi na dwa pytania dotyczące nierówności na wyższym szczeblu edukacji. Pierwsze dotyczy wpływu pochodzenia społecznego na wybór kierunku studiów, drugie - selekcji między kierunkami ze względu na płeć. Dotychczasowe badania wykazały, że istnieje wyraźny związek między pochodzeniem społecznym a wyborem kierunku studiów. Osoby mające lepiej wykształconych rodziców częściej studiują na kierunkach prestiżowych, takich jak prawo czy medycyna. Wskazuje się również, że kobiety chętniej wybierają kierunki humanistyczne i społeczne, a mężczyźni kierunki techniczne. Czy w sytuacji szybkiego wzrostu liczby studentów, obserwowanego w Polsce od lat dziewięćdziesiątych XX w., te prawidłowości będą się utrzymywały? Wyniki sondażu przeprowadzonego na trzech państwowych uczelniach w Białymstoku w 2008 r. pokazują, że na wybory studentów nadal wpływają zarówno pochodzenie społeczne, jak i płeć. Zaobserwowano również związek między wyborem kierunku studiów a generalną skłonnością do podejmowania ryzyka. Autorka interpretuje wyniki tych badań w kategoriach teorii konfliktowej (monopolizacji), teorii kapitału kulturowego i teorii racjonalnego wyboru.
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Rozbieżność struktury wykształcenia kobiet i mężczyzn w PRL. Pomiędzy polityką państwa a indywidualnymi wyborami edukacyjnymi

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Zawistowska A.
Roczniki Dziejów Społecznych i Gospodarczych
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2015
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vol. 75
PL
The divergence in the structure of the education of men and women in the Polish People’s Republic. Between the state policy and individual educational choices (Summary)In the era of the Polish People’s Republic, the gender divergence in the structure of education grew in parallel with an increase in the number of women who obtained secondary and higher school education. The analysis given in the article supplements our knowledge on the topic with details on the analysis presented here, it is possible to specify two factors which, while linked to the educational policy pursued in communist Poland, stood behind the divergence under discussion. First, vocational schools offered training in trades reserved mainly for men, which led women to opt for high school general education. Second, women’s access to some ‘male’ schools was formally restricted. Women’s educational advantage, which was the result of the policy conducted by the state in the fi eld of education, can thus be regarded as having been an unintentional side effect of the reforms introduced in Poland after the Second World War.
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Horizontal Inequalities in Higher Education

100%
Zawistowska A.
Polish Sociological Review
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2011
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vol. 175
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issue 3
333-350
EN
This paper aims to answer two questions concerning inequalities in tertiary education. First question concerns the effect of social origin on choice of field of study and the second question concerns the effect of gender. Existing research has demonstrated a significant relation between social background and the field of study. Individuals with more educated parents are more likely to study at prestigious faculties, such as law or medicine. Women are more willing than men to choose humanities and social studies whereas men more often choose technical studies. Will these patterns continue in the face of the rapid increase in number of students which began in Poland in the 1990s? A survey conducted in three state higher-education establishments in Białystok in 2008 shows that students’ choices continue to be affected both by social background and gender. We also found a significant relationship between the field of study and general risk-proneness. These results are explained in terms of three different theories: cultural capital, critical theory, and rational choice.
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The Black Box of the Educational Reforms in Poland: What Caused the Improvement in the PISA Scores of Polish Students?

100%
Zawistowska A.
Polish Sociological Review
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2014
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vol. 187
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issue 3
333-350
EN
On the basis of the existing research and available theories this paper attempts to determine whether there is any causative relation between the educational reform introduced in Poland in 1999 and the improvement of Polish pupils’ scores in the PISA study. Analysis suggests that the element of the reformsmost likely to have contributed to the improvement of Poland’s PISAscores was the introduction of externally evaluated examinations with a multiple-choice format. There are also two strong methodological conclusions that can be drawn from this research: (1) given the complexity of the reform, its aims and outcomes should be ‘decomposed’ for more detailed analysis, and (2) given the cumulative outcomes of the reform, PISA scores between 2000 and 2012 should be explained by a different set of hypotheses for each round.
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