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Gender composition, social context, and academic performance in high-stakes examinations

Author

Listed:
  • Huang, Hai
  • Huang, Wei
  • Shi, Xinzheng
  • Zhang, Ming-ang

Abstract

This study examines how gender composition in high-stakes examination settings affects academic performance, using data from over 250,000 students in China's National College Entrance Examination (Gaokao). Leveraging random seating assignments, we show that female students significantly improve their scores and increase their chances of university admission when seated with more female peers, particularly those in immediate view. Male students show no significant response. These positive effects are stronger in regions with greater gender equality and weaker Confucian norms, highlighting the role of local social contexts. Our findings suggest that gender composition and social environment significantly influence academic outcomes in competitive settings, with implications for reducing gender disparities in education.

Suggested Citation

  • Huang, Hai & Huang, Wei & Shi, Xinzheng & Zhang, Ming-ang, 2025. "Gender composition, social context, and academic performance in high-stakes examinations," Journal of Development Economics, Elsevier, vol. 176(C).
    • Handle: RePEc:eee:deveco:v:176:y:2025:i:c:s0304387825000604
    DOI: 10.1016/j.jdeveco.2025.103509
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    More about this item

    Keywords

    Gender composition; High-stakes examination; Social norms; Gender disparities; China;
    All these keywords.

    JEL classification:

    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • Z10 - Other Special Topics - - Cultural Economics - - - General

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