Do mentoring, information, and nudge reduce the gender gap in economics majors?

Autor/in	Li, Hsueh-Hsiang
Titel	Do mentoring, information, and nudge reduce the gender gap in economics majors? Gefälligkeitsübersetzung: Reduzieren Mentoring, Informationsangebote und Anstöße die Geschlechterkluft in den wirtschaftswissenschaftlichen Studienfächern?
Quelle	In: Economics of education review, (2018) 64, S. 165-183Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2018.04.004
Schlagwörter	Frau; Frau; Makroökonomie; Mann; Mikroökonomie; Student; USA; Volkswirtschaftslehre; Mentoring; Makroökonomie; Mikroökonomie; Studienwahl; Volkswirtschaftslehre; Wirtschaftswissenschaft; Ökonomie; Geschlechterverteilung; Geschlechtsspezifik; Informationsangebot; Mentoring; Hochschulabsolvent; Mann; Student; USA
Abstract	"The gender gap in economics majors (i.e., male students are much more likely to major in economics than are their female counterparts) has remained large, despite narrowing gaps observed in many other fields. This study examines whether mentoring, the provision of additional information, and nudges help reduce the gender gap in economics majors via a randomized controlled experiment conducted in introductory economics classes at a large, public, four-year institution in the United States. The results show that the treatment effects are heterogeneous and have the most significant impact on female students with grades above the median. The treatments increase these female students' probability of majoring in economics by 5.41-6.27 percentage points." (Author's abstract, © 2018 Elsevier).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2018/4