Do Single-Sex Schools Enhance Students’ STEM (Science, Technology, Engineering, and Mathematics) Outcomes?
AbstractDespite women’s significant improvement in educational attainment, underrepresentation of women in Science, Technology, Engineering, and Mathematics (STEM) college majors persists in most countries. We address whether one particular institution – single-sex schools – may enhance female – or male – students’ STEM careers. Exploiting the unique setting in Korea where assignment to all-girls, all-boys or coeducational high schools is random, we move beyond associations to assess causal effects of single-sex schools. We use administrative data on national college entrance mathematics examination scores and a longitudinal survey of high school seniors that provide various STEM outcomes (mathematics and science interest and self-efficacy, expectations of a four-year college attendance and a STEM college major during the high school senior year, and actual attendance at a four-year college and choice of a STEM major two years after high school). We find significantly positive effects of all-boys schools consistently across different STEM outcomes, whereas the positive effect of all-girls schools is only found for mathematics scores.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by Penn Institute for Economic Research, Department of Economics, University of Pennsylvania in its series PIER Working Paper Archive with number 12-038.
Length: 36 pages
Date of creation: 18 Sep 2012
Date of revision:
Africa; Economic Shocks; Child Schooling;
Find related papers by JEL classification:
- N37 - Economic History - - Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy - - - Africa; Oceania
- E30 - Macroeconomics and Monetary Economics - - Prices, Business Fluctuations, and Cycles - - - General (includes Measurement and Data)
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-10-20 (All new papers)
- NEP-DEM-2012-10-20 (Demographic Economics)
- NEP-EDU-2012-10-20 (Education)
- NEP-LAB-2012-10-20 (Labour Economics)
- NEP-URE-2012-10-20 (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.:
- C. Kirabo Jackson, 2011.
"Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago,"
NBER Working Papers
16817, National Bureau of Economic Research, Inc.
- Jackson, C. Kirabo, 2012. "Single-sex schools, student achievement, and course selection: Evidence from rule-based student assignments in Trinidad and Tobago," Journal of Public Economics, Elsevier, vol. 96(1), pages 173-187.
- Alison L. Booth & Patrick Nolen, 2009.
"Gender Differences in Risk Behaviour: Does Nurture Matter?,"
Economics Discussion Papers
672, University of Essex, Department of Economics.
- Alison L. Booth & Patrick Nolen, 2012. "Gender differences in risk behaviour: does nurture matter?," Economic Journal, Royal Economic Society, vol. 122(558), pages F56-F78, 02.
- Booth, Alison L. & Nolen, Patrick, 2009. "Gender Differences in Risk Behaviour: Does Nurture Matter?," CEPR Discussion Papers 7198, C.E.P.R. Discussion Papers.
- Booth, Alison L. & Nolen, Patrick J., 2009. "Gender Differences in Risk Behaviour: Does Nurture Matter?," IZA Discussion Papers 4026, Institute for the Study of Labor (IZA).
- Alison L. Booth & Patrick Nolen, 2009. "Gender Differences in Risk Behaviour: Does Nurture Matter?," CEPR Discussion Papers 601, Centre for Economic Policy Research, Research School of Economics, Australian National University.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Dolly Guarini).
If references are entirely missing, you can add them using this form.