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 in groups with many girls help each other more often and study together more often.
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Bibliographic InfoPaper provided by Top Institute for Evidence Based Education Research in its series Working Papers with number 35.
Date of creation: 00 2010
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Field experiment; Peer effects; University students;
Other versions of this item:
- Hessel Oosterbeek & Reyn van Ewijk, 2010. "Gender Peer Effects in University: Evidence from a Randomized Experiment," Tinbergen Institute Discussion Papers 10-113/3, Tinbergen Institute.
- 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
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- 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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