Separating Gender Composition Effect from Peer Effects in Education
AbstractThis paper aims to highlight the importance of considering endogenous peer effects, as defined by Manski (1993), in order to identify gender composition effect on education outcome appropriately. Using Manski (1993) linear-in-means model, this paper illustrates that the gender composition effect that is currently estimated in education function is the function of three parameters: social multiplier, gender differences in outcome and gender composition effect (known as a gender peer effect). The appropriate gender peer effect is identified after using Graham's variance restriction method to identify and rule out a social multiplier effect. The findings suggest that a social multiplier plays a crucial role in learning process for Italian secondary and US primary students, although a gender peer effect is not as important as highlighted in previous literatures (Hoxby, 2000; Whitmore, 2005; Lavy and Schlosser, 2011).
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Bibliographic InfoPaper provided by Dipartimento Scienze Economiche, Universita' di Bologna in its series Working Papers with number wp932.
Date of creation: Mar 2014
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Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
This paper has been announced in the following NEP Reports:
- NEP-ALL-2014-03-22 (All new papers)
- NEP-EDU-2014-03-22 (Education)
- NEP-URE-2014-03-22 (Urban & Real Estate Economics)
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