Morando, G. orcid.org/0000-0001-8626-1508 (2021) Peer gender and STEM specialization. Applied Economics Letters, 28 (12). pp. 1041-1045. ISSN 1350-4851
Abstract
This paper shows that students are less likely to specialize in mathematics when exposed to a high share of male peers. I exploit a curricular reform that incentivized students to obtain a mathematics qualification post-16. I show that, for those students affected by the reform, the higher the share of same-gender classmates, the higher the likelihood of obtaining a mathematics qualification for boys, and the lower the likelihood for girls. I interpret this as suggestive evidence that one’s perceived ability in mathematics, a boy-dominated subject, decreases when the share of male classmates increases. This further affects STEM participation in higher education.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an author-produced version of a paper subsequently published in Applied Economics Letters. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Female participation in STEM; peer effects; school curricular reform; degree choice |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > Department of Economics (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 05 Feb 2025 15:49 |
Last Modified: | 05 Feb 2025 15:49 |
Published Version: | https://doi.org/10.1080/13504851.2020.1796909 |
Status: | Published |
Publisher: | Informa UK Limited |
Identification Number: | 10.1080/13504851.2020.1796909 |
Sustainable Development Goals: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:222921 |