Pfeuffer, Johanna and Stoeger, Heidrun and Vialle, Wilma and Ziegler, Albert (2025) Introducing dynamic equity gaps: a theoretical framework and an empirical illustration in STEM. SOCIAL PSYCHOLOGY OF EDUCATION, 28 (1): 172. ISSN 1381-2890, 1573-1928
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Equity gaps in education are typically associated with the disadvantage of a historically underserved group. They are usually labeled according to these groups (group labels) and/or the opportunities or outcomes (focal labels) in which they differ. However, this labeling practice favors a static understanding of equity gaps. As an alternative, we introduce the notion of dynamic equity gaps. Dynamic equity gaps are based on a labeling practice in which a non-static relation between group and focal variables is reflected in the label. We propose a four-step procedure to identify and examine dynamic equity gaps and provide an illustrative example using data from 328 secondary school students. Step (1): Focus on the equity gap; students with parents in STEM occupations tend to have a better average grade in STEM subjects. Step (2): Retrodictive focus; the more students identify with the STEM field, the higher their STEM grades tend to be. Step (3): Prospective focus: Students with parents in STEM occupations tend to identify stronger with STEM. Step (4): Holistic focus; the positive effect of being a pupil whose parents work in STEM is partially explained via higher identification with STEM.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | GENDER STEREOTYPES; SCIENCE IDENTITY; CAUSAL INFERENCE; MEDIATION; PERFORMANCE; EXPERIENCES; EQUALITY; Equity gap; Dynamic equity gap; STEM; STEM occupation; STEM identity |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Bildungswissenschaft > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 11 Aug 2026 07:35 |
| Last Modified: | 11 Aug 2026 07:35 |
| URI: | https://pred.uni-regensburg.de/id/eprint/67034 |
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