Disaggregating Data by Sex and Gender to Enable Inclusive Digital and Green Transitions in Ethiopia, India, and the USA

The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys' science achievement and girls' reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls' and women's engagement with STEM subjects.

We explore how digital technologies are helping address grand challenges to tackle climate change and promote sustainable development. With digital technologies, entrepreneurial organizations have adopted innovative approaches to tackle seemingly intractable societal challenges. We refer to these broadly as digital sustainability activities. By focusing on the digital toolbox employed by pioneering organizations, we propose a research agenda that generates novel questions for entrepreneurship, business models, and ecosystems as well as new ways of thinking about trust and institutional logics. We believe that digital sustainability can spur empirical advances in entrepreneurship, innovation, and strategy with potential for positive impact on society.