Morando, G;
(2021)
Peer gender and STEM specialization.
Applied Economics Letters
, 28
(12)
pp. 1041-1045.
10.1080/13504851.2020.1796909.
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Abstract
This paper shows that students are less likely to specialize in mathematics when exposed to a high share of male peers. I exploit a curricular reform that incentivized students to obtain a mathematics qualification post-16. I show that, for those students affected by the reform, the higher the share of same-gender classmates, the higher the likelihood of obtaining a mathematics qualification for boys, and the lower the likelihood for girls. I interpret this as suggestive evidence that one’s perceived ability in mathematics, a boy-dominated subject, decreases when the share of male classmates increases. This further affects STEM participation in higher education.
| Type: | Article |
|---|---|
| Title: | Peer gender and STEM specialization |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13504851.2020.1796909 |
| Publisher version: | https://doi.org/10.1080/13504851.2020.1796909 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Female participation in STEM, peer effects, school curricular reform, degree choice |
| UCL classification: | UCL 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/10137788 |
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