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Biased Aspirations and Social Inequality at School: Evidence from French Teenagers

Author

Listed:
  • Nina Guyon

    (NUS - National University of Singapore)

  • Élise Huillery

    (LEDa - Laboratoire d'Economie de Dauphine - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres)

Abstract

Socially disadvantaged students are less likely to aspire to the top educational pathways than their advantaged classmates who have the same test scores. We identify two behavioural biases that explain most of this gap: socially disadvantaged students are less aware of the top educational pathways and underestimate their academic ability relative to their advantaged peers. We also find that lower educational aspirations at a point in time are associated with poorer school outcomes later on, after controlling for many important factors. Debiasing aspirations through information campaigns and self-esteem building programmes could thus help reduce social inequality in educational attainment.

Suggested Citation

  • Nina Guyon & Élise Huillery, 2021. "Biased Aspirations and Social Inequality at School: Evidence from French Teenagers," Post-Print hal-03148586, HAL.
    • Handle: RePEc:hal:journl:hal-03148586
    DOI: 10.1093/ej/ueaa077
    as

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