Nollenberger, N;
Rodríguez-Planas, N;
Sevilla, A;
(2016)
The Math Gender Gap: The Role of Culture.
American Economic Review
, 106
(5)
pp. 257-261.
10.1257/aer.p20161121.
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Abstract
This paper investigates the effect of gender-related culture on the math gender gap by analysing math test scores of second-generation immigrants, who are all exposed to a common set of host country laws and institutions. We find that immigrant girls whose parents come from more gender-equal countries perform better (relative to similar boys) than immigrant girls whose parents come from less gender-equal countries, suggesting an important role of cultural beliefs on the role of women in society on the math gender gap. The transmission of cultural beliefs accounts for at least two thirds of the overall contribution of gender-related factors.
| Type: | Article |
|---|---|
| Title: | The Math Gender Gap: The Role of Culture |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1257/aer.p20161121 |
| Publisher version: | https://doi.org/10.1257/aer.p20161121 |
| Language: | English |
| Additional information: | This is the published version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10069383 |
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