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Gender Differences in College Applications: Evidence from the Centralized System in Turkey

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  • Saygin, Perihan Ozge

Abstract

In Turkey, as in many other countries, female students perform better in high school and have higher test scores than males. Nevertheless, men still predominate at highly selective programs that lead to high-paying careers. The gender gap at elite schools is particularly puzzling because college admissions are based entirely on nationwide exam scores. Using detailed administrative data from the centralized college entrance system, I study the impact of gender differences in preferences for programs and schools on the allocation of students to colleges. Controlling for test score and high school attended, I find that females are more likely to apply to lower-ranking schools, whereas males set a higher bar, revealing a higher option value for re-taking the test and applying again next year. I also find that females and males value program attributes differently, with females placing more weight on the distance from home to college, and males placing more weight on program attributes that are likely to lead to better job placements. Together, these differences in willingness to be unassigned and in relative preferences for school attributes can explain much of the gender gap at the most elite programs.

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File URL: https://ub-madoc.bib.uni-mannheim.de/32599/1/Saygin_12%2D21.pdf
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Bibliographic Info

Paper provided by University of Mannheim, Department of Economics in its series Working Papers with number 12-21.

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Date of creation: 2012
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Handle: RePEc:mnh:wpaper:32599

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Related research

Keywords: gender gap ; college admissions ; school choice;

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References

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  1. Stefano DellaVigna & M. Daniele Paserman, 2004. "Job Search and Impatience," NBER Working Papers 10837, National Bureau of Economic Research, Inc.
  2. Claudia Goldin & Lawrence F. Katz & Ilyana Kuziemko, 2006. "The Homecoming of American College Women: The Reversal of the College Gender Gap," Journal of Economic Perspectives, American Economic Association, vol. 20(4), pages 133-156, Fall.
  3. Daniel McFadden & Kenneth Train, 2000. "Mixed MNL models for discrete response," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 15(5), pages 447-470.
  4. Train,Kenneth E., 2009. "Discrete Choice Methods with Simulation," Cambridge Books, Cambridge University Press, number 9780521766555, October.
  5. Julie Berry Cullen & Brian A. Jacob & Steven Levitt, 2003. "The Effect of School Choice on Student Outcomes: Evidence from Randomized Lotteries," NBER Working Papers 10113, National Bureau of Economic Research, Inc.
  6. Sarah E. Turner & William G. Bowen, 1999. "Choice of major: The changing (unchanging) gender gap," Industrial and Labor Relations Review, ILR Review, Cornell University, ILR School, vol. 52(2), pages 289-313, January.
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Cited by:
  1. Meyer, Tobias & Thomsen, Stephan L., 2012. "How Important is Secondary School Duration for Post-school Education Decisions? Evidence from a Natural Experiment," Diskussionspapiere der Wirtschaftswissenschaftlichen Fakultät der Leibniz Universität Hannover dp-509, Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät.
  2. Kala Krishna & Sergey Lychagin & Cemile Yavas & Veronica Frisancho, 2014. "Better Luck Next Time: Learning through Retaking," Research Department Publications IDB-WP-483, Inter-American Development Bank, Research Department.

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