Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19

Year 2020, , 1373 - 1385, 15.12.2020

Albert Ziegler , Svenja Bedenlier Michaela Gläser - Zikuda Bärbel Kopp Marion Händel

https://doi.org/10.17478/jegys.811344

Cited By: 1

Abstract

In Germany, the 2020 summer semester was substantially influenced by the COVID-19 pandemic. In an empirical study, we focus on female top performing students in STEM and the humanities. Of particular interest was whether the measures associated with the pandemic constitute a risk-factor for a re-traditionalization of gender roles. Before lectures or courses began, students at a full-scale university were invited to participate in an online survey. We investigated four research questions: 1) Are women underrepresented in our sample among the top performers in STEM and the humanities? Are there gender differences among top performers with regard to (2) digital readiness, (3) socio-emotional and (4) learning related variables? The sample of the study consisted of 2,849 higher education STEM and humanities students. The study took place as an online survey. In the week before the start of the official lecture period, all students enrolled at the university were invited to take part via an e-mail correspondence from the Vice President of Education (survey access link). Participation in the survey took place via the Questback platform and was activated for 10 days. The cut-off point for the ability level was set at the 95th percentile of previous university achievements. To test Q1, we performed a hierarchical loglinear analysis with posthoc Chi² tests. In research questions Q2 - Q4 two-way ANOVAs were used to test the effects of gender and subject. Results indicate equal shares of female and male students among the top performers, with women overrepresented in the humanities and men overrepresented in STEM relative to their proportion of the student population. The analysis of socio-emotional and learning-related factors showed risk factors for high performing female students such as lower self-efficacy, but no major emotional vulnerability. Overall, the data suggest that at the beginning of the COVID-19 pandemic, female top performers had still been able to compensate for the risk factors.

Keywords

Gender, STEM, Humanities, Higher Education, High Ability, COVID-19, Digital Learning, Socio-emotional perceptions

Thanks

Albert Ziegler suggested the topic of the article to his co-authors. All researchers in this study have the same contributions.

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