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Gender, Income, and Numeracy Test Scores

Author

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  • Paterson, Molly
  • Parasnis, Jaai
  • Rendall, Michelle

Abstract

We study the interrelationship between socioeconomic (SES) gaps based on household income, parental education, and labor force status and the gender gap in numeracy. A composite measure of SES confirms that boys from lower SES are more disadvantaged. However, disentangling the three aspects, only girls from lower-income households are doubly disadvantaged by grade 9. At the top of the income distribution, the gender gap is driven by an advantage for boys with stay-at-home mothers or lower education than fathers. In contrast, a mother’s higher education and labor force status are associated with higher test scores for girls across the entire income distribution.

Suggested Citation

  • Paterson, Molly & Parasnis, Jaai & Rendall, Michelle, 2022. "Gender, Income, and Numeracy Test Scores," CEPR Discussion Papers 16895, C.E.P.R. Discussion Papers.
    • Handle: RePEc:cpr:ceprdp:16895
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    Keywords

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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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