The Trouble with Boys: Social Influences and the Gender Gap in Disruptive Behavior
This paper explores the importance of the home and school environments in explaining the gender gap in disruptive behavior. We document large differences in the gender gap across key features of the home environment -- boys do especially poorly in broken families. In contrast, we find little impact of the early school environment on noncognitive gaps. Differences in endowments explain a small part of boys' noncognitive deficit in single-mother families. More importantly, noncognitive returns to parental inputs differ markedly by gender. Broken families are associated with worse parental inputs, and boys' noncognitive development, unlike that of girls', appears extremely responsive to such inputs. (JEL I21, J12, J13, J16, Z13)
Volume (Year): 5 (2013)
Issue (Month): 1 (January)
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References listed on IDEAS
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.:
- Gordon B. Dahl & Enrico Moretti, 2008. "The Demand for Sons," Review of Economic Studies, Oxford University Press, vol. 75(4), pages 1085-1120.
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- James J. Heckman & Rodrigo Pinto & Peter A. Savelyev, 2012. "Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes," NBER Working Papers 18581, National Bureau of Economic Research, Inc.
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"An Empirical Analysis of the Gender Gap in Mathematics,"
NBER Working Papers
15430, National Bureau of Economic Research, Inc.
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- repec:bla:restud:v:75:y:2008:i:4:p:1085-1120 is not listed on IDEAS
- Todd E. Elder & Darren H. Lubotsky, 2009. "Kindergarten Entrance Age and Children’s Achievement: Impacts of State Policies, Family Background, and Peers," Journal of Human Resources, University of Wisconsin Press, vol. 44(3).
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