The early bird gets the worm: age of entry to STEM-related academic education–gender and SES differences

Background: The transition to adulthood in contemporary industrialized society, which once followed a fairly standard pattern, has undergone many changes in terms of timing and order of events. Today’s emerging adults are as likely as not to postpone their entry to college after high school, withdraw temporarily from studies after enrolling, and switch study tracks as well as colleges or universities. While there may be a risk of inappropriate educational choice for those of younger age due to low career maturity, a substantial ‘price’ may also be paid for delayed entry in terms of several labor market indicators. Purpose: The study examines gender and SES differences in the age of entering an academic education in STEM (Science, Technology, Engineering and Mathematics) field in Israel. Sample and methods: This research was conducted through an online survey of a representative sample of 313 STEM students. Results: The findings show the non-significant effect of SES on the age of entering academic education among young women. In contrast, young men with higher SES were likely to start STEM education earlier compared to their lower SES counterparts. Conclusions: In the competitive STEM-oriented labor market with its pronounced preference for younger graduates from academic institutions, low SES men who postponed their entry to academic institutions may thus be ‘punished’ for their relatively older age. Therefore, the timing of entering academic education should not be overlooked in social stratification models and theories. Identifying ‘risk groups’ in relation to postponing vs speeding up factors may provide insights for STEM policy makers and practitioners.