Born in the Family: Preferences for Boys and the Gender Gap in Math. Working Paper No. 216-0219-1

Autor/inn/en	Dossi, Gaia; Figlio, David; Giuliano, Paola; Sapienza, Paola
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Born in the Family: Preferences for Boys and the Gender Gap in Math. Working Paper No. 216-0219-1
Quelle	(2019), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Males; Females; Mathematics Achievement; Preferences; Family Influence; Gender Bias; Public Schools; Mathematics Tests; Scores; Correlation; Performance; Mothers; Parent Attitudes; Sex Role; Socialization; Gender Differences; Social Attitudes; Achievement Tests; Standardized Tests; State Standards; Elementary Secondary Education; Florida; National Longitudinal Survey of Youth; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Weibliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterstereotyp; Public school; Öffentliche Schule; Korrelation; Achievement; Leistung; Mother; Mutter; Elternverhalten; Geschlechterrolle; Socialisation; Sozialisation; Geschlechterkonflikt; Social attidude; Soziale Einstellung; Achievement test; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	We study the effect of preferences for boys on the performance in mathematics of girls, using evidence from two different data sources. In our first set of results, we identify families with a preference for boys by using fertility stopping rules in a large population of households whose children attend public schools in Florida. Girls growing up in a boy-biased family score on average 3 percentage points lower on math exams when compared to girls raised in other types of families. In our second set of results we find similar strong effects when we study the correlations between girls' performance in mathematics and maternal gender role attitudes, using evidence from the National Longitudinal Survey of Youth. We conclude that socialization at home can explain a non-trivial part of the observed gender disparities in mathematics performance and document that maternal gender attitudes correlate with those of their children. [The Florida Department of Education and Health provided the linked population-level administrative data that permitted this analysis to take place.] (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01