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Students' Selection and Heterogeneous Effects of Classroom Gender Composition: Evidence from a Natural Experiment in Switzerland


Pregaldini, Damiano; Backes-Gellner, Uschi; Eisenkopf, Gerald (2018). Students' Selection and Heterogeneous Effects of Classroom Gender Composition: Evidence from a Natural Experiment in Switzerland. Swiss Leading House Working Paper 152, University of Zurich.

Abstract

This paper investigates how gender composition of classes impacts achievement of students who self-selected into different specialization tracks (STEM vs. Languages) according to their educational preferences. Based on administrative records from one of the largest high schools in the canton of Zurich (Switzerland), we are able to identify the causal effect of the gender composition of classes on student achievement by exploiting random assignment of students to classes. Compared to the previous literature, which mainly focused on average effects across all students, we find highly heterogeneous effects across students who self-selected into different specialization tracks. While the effect of a higher proportion of girls in the classroom is positive for girls and boys with an educational preference for languages, the effect is negative for girls in the STEM track. Our findings have important implications for the optimal organization of classes in schools and for the explanation of career trajectories after school. For instance, concentrating girls in few classes has a positive effect only on girls who favor languages over STEM.

Abstract

This paper investigates how gender composition of classes impacts achievement of students who self-selected into different specialization tracks (STEM vs. Languages) according to their educational preferences. Based on administrative records from one of the largest high schools in the canton of Zurich (Switzerland), we are able to identify the causal effect of the gender composition of classes on student achievement by exploiting random assignment of students to classes. Compared to the previous literature, which mainly focused on average effects across all students, we find highly heterogeneous effects across students who self-selected into different specialization tracks. While the effect of a higher proportion of girls in the classroom is positive for girls and boys with an educational preference for languages, the effect is negative for girls in the STEM track. Our findings have important implications for the optimal organization of classes in schools and for the explanation of career trajectories after school. For instance, concentrating girls in few classes has a positive effect only on girls who favor languages over STEM.

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Additional indexing

Item Type:Working Paper
Communities & Collections:03 Faculty of Economics > Department of Business Administration
Dewey Decimal Classification:330 Economics
Language:English
Date:1 June 2018
Deposited On:10 Aug 2018 13:39
Last Modified:11 Aug 2018 03:11
Series Name:Swiss Leading House Working Paper
OA Status:Green
Free access at:Official URL. An embargo period may apply.
Official URL:http://repec.business.uzh.ch/RePEc/iso/leadinghouse/0152_lhwpaper.pdf
Other Identification Number:merlin-id:16512

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