A big (male) fish in a small pond? The gendered effect of relative ability on STEM aspirations under stereotype threat.

This article investigates how a student's relative ability rank within their classroom peer group influences gender disparities in adolescent aspirations for science, technology, engineering, and math (STEM) careers, with a focus on the moderating role of gender-math stereotypes. Using data from the China Educational Panel Survey (CEPS), which includes information on random classroom assignments, the study finds that higher ability rank positively affects STEM aspirations overall but benefits boys significantly more than girls after controlling for absolute ability. Furthermore, this gender difference in the impact of ability rank is amplified in classrooms where a higher proportion of students endorse the stereotype that boys are better at math than girls. The findings highlight the importance of social comparison processes and peer-group gender stereotypes in shaping STEM aspirations and suggest that reducing gender-math stereotypes in educational environments could help narrow gender gaps in STEM fields.