Titelaufnahme

Titel
Girls, boys, and high achievers / Angela Cools (Cornell University), Raquel Férnandez (NYU, NBER, CEPR, ESOP and IZA), Eleonora Patacchini (Cornell University, EIEF, CEPR and IZA) ; IZA Institute of Labor Economics
VerfasserCools, Angela ; Fernández, Raquel ; Patacchini, Eleonora
KörperschaftForschungsinstitut zur Zukunft der Arbeit
ErschienenBonn, Germany : IZA Institute of Labor Economics, April 2019
Ausgabe
Elektronische Ressource
Umfang1 Online-Ressource (58 Seiten) : Diagramme
SerieDiscussion paper ; no. 12314
URNurn:nbn:de:hbz:5:2-187154 
Zugriffsbeschränkung
 Das Dokument ist öffentlich zugänglich im Rahmen des deutschen Urheberrechts.
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Girls, boys, and high achievers [0.56 mb]
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Zusammenfassung (Englisch)

This paper studies the effect of exposure to female and male "high-achievers" in high school on the long-run educational outcomes of their peers. Using data from a recent cohort of students in the United States, we identify a causal effect by exploiting quasi-random variation in the exposure of students to peers with highly-educated parents across cohorts within a school. We find that greater exposure to "high-achieving" boys, as proxied by their parents education, decreases the likelihood that girls go on to complete a bachelors degree, substituting the latter with junior college degrees. It also affects negatively their math and science grades and, in the long term, decreases labor force participation and increases fertility. We explore possible mechanisms and find that greater exposure leads to lower self-confidence and aspirations and to more risky behavior (including having a child before age 18). The girls most strongly affected are those in the bottom half of the ability distribution (as measured by the Peabody Picture Vocabulary Test), those with at least one college-educated parent, and those attending a school in the upper half of the socioeconomic distribution. The effects are quantitatively important: an increase of one standard deviation in the percent of "high-achieving" boys decreases the probability of obtaining a bachelors degree from 2.2-4.5 percentage points, depending on the group. Greater exposure to "high-achieving" girls, on the other hand, increases bachelors degree attainment for girls in the lower half of the ability distribution, those without a collegeeducated parent, and those attending a school in the upper half of the socio-economic distribution. The effect of "high-achievers" on male outcomes is markedly different: boys are unaffected by "high-achievers" of either gender.