Gender gap in STEM pathways: the role of secondary curricula in a highly differentiated school system—the case of Chile

International Journal of STEM Education

Table 6 Marginal effects in the persistence in postsecondary STEM programs

	Vocational postsecondary institutions					University
	Persist		Leave	Switch		Persist	Leave	Switch
VE	0.009		− 0.007	− 0.002		− 0.019	− 0.005	0.024
VE	(0.015)		(0.012)	(0.013)		(0.021)	(0.012)	(0.019)
AE-STEM	0.015		0.001	− 0.017		0.027	− 0.009	− 0.018
AE-STEM	(0.018)		(0.013)	(0.012)		(0.017)	(0.012)	(0.013)
VE-STEM	0.049	*	− 0.019	− 0.030	*	0.018	− 0.014	− 0.004
VE-STEM	(0.017)		(0.013)	(0.012)		(0.026)	(0.014)	(0.023)
VE-non-STEM	− 0.006		0.000	0.006		− 0.025	− 0.004	0.029
VE-non-STEM	(0.021)		(0.017)	(0.02)		(0.031)	(0.018)	(0.027)
Number of observations				17,688				12,689

Effects of the VE track and upper-secondary tracks split by STEM and non-STEM
Marginal effects are evaluated at the means; AE = academic education; VE = vocational education; AE-non-STEM as based
Significant differences between groups: + p < 0.10 *p < 0.05 **p < 0.01; standard error in parenthesis