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Gender Performance in Online University Education

Author

Listed:
  • María Cervini-Plá

    (Department of Applied Economics, Universitat Autònoma de Barcelona, Spain & EQUALITAS.)

  • Alina Machado

    (Instituto de Economía, Universidad de la República, Uruguay.)

Abstract

This paper examines the impact of the exogenous shock of COVID-19 which led to a transition from in-person to online education, on the academic performance of university students, with a particular focus on gender differences. We exploit a unique and comprehensive dataset that includes all evaluation activities and their outcomes, for students enrolled in 2018 and 2019 at the main university in Uruguay. Using difference-in-differences techniques, we find that female students outperformed their male counterparts by passing more courses and improving their grade point average. This effect is observed among women from higher socioeconomic backgrounds and those who enter university immediately after finishing secondary school. Exploring the mechanisms behind these outcomes, we find that women report having greater participation compared to in-person classes, perceive more advantages in staying at home, and recognize more benefits in not commuting to the educational institution.

Suggested Citation

  • María Cervini-Plá & Alina Machado, 2025. "Gender Performance in Online University Education," Working Papers wpdea2511, Department of Applied Economics at Universitat Autonoma of Barcelona.
    • Handle: RePEc:uab:wprdea:wpdea2511
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    References listed on IDEAS

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    Keywords

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • 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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