Suchergebnisse

AbstractEvidence suggests that separate spheres gender norms discourage girls from maths. We therefore examine a policy that counteracts such norms among parents, and investigate whether it increases girls' participation in maths‐intensive studies. Specifically, we examine a parental leave reform that reserved one month of leave for fathers, and estimate its effect on children's study choices. We find that the reform increases the probability of doing a maths‐intensive programme in upper secondary education among girls whose father was otherwise reluctant to take leave. There is no effect on boys. We also conduct heterogeneity analyses to investigate whether the results can be explained by human capital transmission or the gender norms mechanism. The results of our analyses suggest that the gender norms mechanism is at play.

Willingness to compete has been found to predict individual and gender differences in educational choices and labor market outcomes. We provide further evidence for this relationship by linking Swiss students' Baccalaureate school (high school) specialization choices to an experimental measure of willingness to compete. Boys are more likely to specialize in math in Baccalaureate school. In line with previous findings, competitive students are more likely to choose a math specialization. Boys are more likely to opt for competition than girls and this gender difference in competitiveness could partially explain why girls are less likely to choose a math-intensive specialization.