Explanations that have been provided in literature regarding the gender gap refer to the societal stereotypes and work conditions. Women are more attracted to professions that are offered by the State (i. e. teachers) since such positions are considered to be “stable” and easily leave space for other obligations women have (i. e. children, family obligations). This view is also supported by parents. Work in industry or in the construction sectors is considered competitive and “tough” for women.
Similarities and differences. Results of both countries show that females are underrepresented in ICT subjects but over-represented in humanities. However, there is a difference of about 10 percentage points between Germany and Greece: In all stages of the university education pathway, the share of females in ICT is at least 10 percent higher in Greece than in Germany, starting from undergraduate enrolment to PhD studies. In Germany, the share of females is relatively stable and below the EU average. In contrast, the representation of Greek women in ICT-related studies is above the EU average, and is constantly increasing. However, also in Greece there are restraining barriers (such as social stereotypes,
family obligations, labour market) that have to be addressed if Greece wants to achieve the desired gender-balance of at least 30 percent of female participation in ICT.
Reasons for the underrepresentation of women may be that the above reported lower interest of female pupils in ICT has an influence on their further education choices. Besides, Engeser, Limbert, and Kehr (2008) analyzed motives for the choice of studies in the ICT context. They found that the key motivations for studying ICT are future aspects, e. g. career opportunities, the mastery of a future technology, good chances for employment, scientific challenges, and seeing the importance of computer science in society. They found action-result-expectations as another factor for ICT as career choice: Only persons who are self-confident in meeting the requirements of ICT studies choose such kinds of studies. No extra effect for gender was reported. However, the findings of our study at German and Greek schools show that females might have lower selfconfidence in ICT, and thus the low number of female beginners in ICT-related subjects may be a result of their levels of self-confidence developed during school time.