Do Single-Sex Schools Enhance Students’ STEM (Science, Technology, Engineering, and Mathematics) Outcomes?
Despite women’s significant improvement in educational attainment, underrepresentation of women in Science, Technology, Engineering, and Mathematics (STEM) college majors persists in most countries. We address whether one particular institution – single-sex schools – may enhance female – or male – students’ STEM careers. Exploiting the unique setting in Korea where assignment to all-girls, all-boys or coeducational high schools is random, we move beyond associations to assess causal effects of single-sex schools. We use administrative data on national college entrance mathematics examination scores and a longitudinal survey of high school seniors that provide various STEM outcomes (mathematics and science interest and self-efficacy, expectations of a four-year college attendance and a STEM college major during the high school senior year, and actual attendance at a four-year college and choice of a STEM major two years after high school). We find significantly positive effects of all-boys schools consistently across different STEM outcomes, whereas the positive effect of all-girls schools is only found for mathematics scores.
|Date of creation:||18 Sep 2012|
|Date of revision:|
|Contact details of provider:|| Postal: 3718 Locust Walk, Philadelphia, PA 19104|
Web page: http://economics.sas.upenn.edu/pier
More information through EDIRC
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.:
- C. Kirabo Jackson, 2011.
"Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago,"
NBER Working Papers
16817, National Bureau of Economic Research, Inc.
- Jackson, C. Kirabo, 2012. "Single-sex schools, student achievement, and course selection: Evidence from rule-based student assignments in Trinidad and Tobago," Journal of Public Economics, Elsevier, vol. 96(1), pages 173-187.
- repec:esx:essedp:672 is not listed on IDEAS
When requesting a correction, please mention this item's handle: RePEc:pen:papers:12-038. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Dolly Guarini)
If references are entirely missing, you can add them using this form.