Gender Peer Effects in University: Evidence from a Randomized Experiment
AbstractRecent studies for primary and secondary education find positive effects of the share of girls in the classroom on achievement of boys and girls. This study examines whether these results can be extrapolated to post-secondary education. We conduct an experiment in which the shares of girls in workgroups for first year students in economics and business are manipulated and students are randomly assigned to these groups. Boys tend to postpone their dropout decision when surrounded by more girls, and there is also a modest reduction in early absenteeism. On the other hand, boys perform worse on courses with high math content when assigned to a group with many girls. Overall, however, we fail to find substantial gender peer effects on achievement. This in spite of the fact that students' perceptions of the behavior of themselves and their peers are influenced by the share of girls.
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Bibliographic InfoPaper provided by Tinbergen Institute in its series Tinbergen Institute Discussion Papers with number 10-113/3.
Date of creation: 11 Nov 2010
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Web page: http://www.tinbergen.nl
Field experiment; Peer effects; University students;
Other versions of this item:
- Oosterbeek, H. & Ewijk, R. van, 2010. "Gender peer effects in university: Evidence from a randomized experiment," Working Papers 35, Top Institute for Evidence Based Education Research.
- I22 - Health, Education, and Welfare - - Education - - - Educational Finance
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- D83 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Search, Learning, and Information
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-02-26 (All new papers)
- NEP-CBE-2011-02-26 (Cognitive & Behavioural Economics)
- NEP-EDU-2011-02-26 (Education)
- NEP-EXP-2011-02-26 (Experimental Economics)
- NEP-LAB-2011-02-26 (Labour Economics)
- NEP-URE-2011-02-26 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Ewijk, R. van & Sleegers, P., . "Peer Ethnicity and Achievement: a Meta-analysis Into the Compositional Effect," Working Papers 19, Top Institute for Evidence Based Education Research.
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