Abstract: This study uses the data of CGSS2018 and CGSS2021 to construct two variables of "STEM education" and "STEM occupation" in an attempt to analyze gender differentiation in different stages of STEM in China. The findings indicate that the gender classification system does not play a dominant role at each stage, and women with professional education in STEM have a commanding role in the labor market. In terms of educational attainment, women with higher education are more inclined to pursue non-STEM education, and this disparity has remained unaltered despite the increase in college enrolment. Among those with STEM education, women are more likely to drop out of the labor force, but women who remain in the labor force are more likely than men to pursue STEM careers. The impact of marriage and childbearing is mainly reflected in pushing women with STEM education out of the labor market, however, it does not affect the difference between genders in choosing STEM or non-STEM occupations. In terms of income, the gender income gap in STEM occupations is larger than that in non-STEM occupations; as the income level rises, the disparity between women and men in STEM occupations becomes more pronounced. Only women who are least likely to pursue STEM occupations can actually reap the benefits of such careers. The gender classification model in the STEM field is not a model of durably inequality reproduction. It is rather intricately linked to a multidimensional classification system and is influenced by context and subjectivity. The findings of this research suggest that while social stratification is prevalent, there exist fields where the emulation mechanism may not operate effectively. The subjectivity of individuals has opportunity to resist structural disadvantages and that one classification system may either weaken or strengthen another classification system.

Key words: gender, STEM education, STEM occupation, gender subjectivity, social categorization