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College major choice and beliefs about relative performance: An experimental intervention to understand gender gaps in STEM

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  • Owen, Stephanie

Abstract

Beliefs about relative academic performance may shape college major choice and explain gender gaps in STEM, but little causal evidence exists. To test whether these beliefs are malleable and salient enough to change behavior, I run a randomized experiment with 5,700 undergraduates across seven introductory STEM courses. Providing relative performance information shrinks gender gaps in biased beliefs substantially. However, students’ course-taking and major choice are largely unchanged. If anything, initially overconfident men and women were discouraged by the intervention. Increasing female STEM participation may require more intensive or targeted intervention.

Suggested Citation

  • Owen, Stephanie, 2023. "College major choice and beliefs about relative performance: An experimental intervention to understand gender gaps in STEM," Economics of Education Review, Elsevier, vol. 97(C).
    • Handle: RePEc:eee:ecoedu:v:97:y:2023:i:c:s0272775723001267
    DOI: 10.1016/j.econedurev.2023.102479
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    More about this item

    Keywords

    STEM; Beliefs; Gender; College major;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
    • D91 - Microeconomics - - Micro-Based Behavioral Economics - - - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making

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