Speaker
Description
Gendered patterns persist within specific STEM subjects in Ontario high schools, with physics remaining male-dominated and biology increasingly female-dominated. [1] Beyond gender, school location also impacts students’ opportunities in STEM. Rural schools are often smaller and less connected to nearby institutions, which can make staffing specialized courses challenging, which in turn limits students’ choices in senior STEM subjects. [2,3]
This study investigates the underlying factors that contribute to urban-rural differences in students’ post-secondary readiness. It uses descriptive analysis of Ontario enrolment data (2006–2023), focusing on which senior STEM courses are offered, how frequently they are available, and the marks students achieve in those courses. In doing so, it will provide insight into both gendered gaps in enrolment across STEM fields, as previously demonstrated by physics and biology [1], and the ways school location intersects with gender to influence achievement and access in senior STEM courses across Ontario.
[1] Corrigan, E., Williams, M. & Wells, M. High School Enrolment Choices- Understanding the STEM Gender Gap, (2023). Can. J. Sci. Math. Techn. Educ. 23:403–421 https://doi.org/10.1007/s42330-023-00285-y
[2] Looker, D.E. Regional Differences in Canadian Rural-Urban Participation Rates in Post-Secondary Education, (2019). A MESA Project Research Paper. Toronto, ON: Educational Policy Institute.
[3] Nielsen, W. Accessing senior science courses in rural BC: A cultural border crossing metaphor, (2004). Paper presented at the annual meeting of the Canadian Society for Studies. Winnipeg, May 2004. https://doi.org/10.11575/ajer.v53i2.55261
| Keyword-1 | High School Physics |
|---|---|
| Keyword-2 | Educational Access |
| Keyword-3 | Urban-Rural Education |