Intersectional Patterns in Higher Education STEMM: The Role of Gender, Ethnicity and Parental Transmission

Abstract

This study examines how gender and ethno-national origin intersect in shaping the likelihood of studying science, technology, engineering, mathematics and medicine (STEMM) in higher education in Germany. Building on research showing gender and ethnic differences in the selection of STEMM-qualified immigrants who entered Germany in the 1980s, we explore whether similar patterns emerge among their offspring. We further analyse whether the effect of parental STEMM occupation varies by gender and ethno-national origin. Using nationally representative data, we find that students of Turkish or Middle Eastern and North African (MENA) descent – both men and women – are more likely to enrol in STEMM fields than their German-origin peers. Men of former Soviet Union (FSU) origin also show higher enrolment, contributing to a larger gender gap in that group compared to German-origin students. Significant differences are also found for Central and Eastern European (CEE) students. Additional analyses reveal that these results mostly reflect enrolment in male-dominated STEMM fields – even among ethnic minority women. Parental STEMM occupation is positively associated with enrolment in STEMM fields, particularly for men, but this association does not vary by ethno-national origin.