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Many countries belonging to the Organisation for Economic Co‐operation and Development (OECD) note a shortage of highly qualified scientific‐technical personnel, whereas demand for such employees is growing. Therefore, how to motivate (female) high performers in science or mathematics to pursue scientific careers is of special interest. The sample for this study is taken from the Programme for International Student Assessment (PISA) 2006. It comprises 7,819 high performers either in sciences or mathematics from representative countries of four different education systems which generally performed well or around the OECD average in PISA 2006: Switzerland, Finland, Australia, and Korea. The results give evidence that gender specificity and gender inequity in science education are a cross‐national problem. Interests in specific science disciplines only partly support vocational choices in scientific‐technical fields. Instead, gender and gender stereotypes play a significant role. Enhancing the utility of a scientific vocational choice is expected to soften the gender impact.
Buccheri et al. (Sat,) studied this question.