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Essays on the Economics of Education and Gender = = Ensayos sobre Economia de la Educacion y Genero.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Essays on the Economics of Education and Gender =/
Reminder of title:	Ensayos sobre Economia de la Educacion y Genero.
Author:	Ramirez-Espinoza, Fernanda.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	157 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167409
ISBN:	9798819380987

Essays on the Economics of Education and Gender = = Ensayos sobre Economia de la Educacion y Genero.
Ramirez-Espinoza, Fernanda.

Essays on the Economics of Education and Gender =Ensayos sobre Economia de la Educacion y Genero. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 157 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--Harvard University, 2022.

This item must not be sold to any third party vendors.

This dissertation consists of three essays in the economics of education. The first essay estimates the impact on women's educational outcomes from having a higher percentage of female peers. Leveraging quasi-random variation on the gender peer composition of STEM majors in a higher education vocational institution, I show that women benefit from having higher percentages of female peers. Specifically, a ten percentage point increase in the proportion of women in a STEM major cohort has a statistically significant positive effect on female students. It decreases female dropout rates by 9.6% and increases GPA by 0.05 standard deviations. The evidence suggests peer effects are mediated by the gender of the instructors. As female students have fewer female instructors, the effect of having more female peers intensifies.The second essay evaluates a randomized control trial intervention that gave information to high-performing students on their performance relative to other students. The results show that women and men were affected differently by the intervention: effects for women with high self-confidence are higher than the effects for men in the same group. For high-performing women who have low self-confidence in their math ability, the probability that they apply to any major increases and the selectivity of their choice of major-university also increases. The increase in application probability comes from an increase in applications for health majors.The third essay describes and explores the STEM gender gap in higher education enrollment and application. The paper focuses on how the STEM gender gap varies depending on students' socioeconomic status (SES). We show that the gender gap in STEM enrollment among top-performing Chilean students is larger for low-SES students than high-SES students. Low-SES men enroll in STEM majors 3.7 times more than low-SES women, while high-SES men enroll in STEM majors 2.4 times more than high-SES women.

ISBN: 9798819380987Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Gender gap

Essays on the Economics of Education and Gender = = Ensayos sobre Economia de la Educacion y Genero.
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245 1 0 $a Essays on the Economics of Education and Gender = $b Ensayos sobre Economia de la Educacion y Genero.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 157 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Taylor, Eric.
502 $a Thesis (Ph.D.)--Harvard University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation consists of three essays in the economics of education. The first essay estimates the impact on women's educational outcomes from having a higher percentage of female peers. Leveraging quasi-random variation on the gender peer composition of STEM majors in a higher education vocational institution, I show that women benefit from having higher percentages of female peers. Specifically, a ten percentage point increase in the proportion of women in a STEM major cohort has a statistically significant positive effect on female students. It decreases female dropout rates by 9.6% and increases GPA by 0.05 standard deviations. The evidence suggests peer effects are mediated by the gender of the instructors. As female students have fewer female instructors, the effect of having more female peers intensifies.The second essay evaluates a randomized control trial intervention that gave information to high-performing students on their performance relative to other students. The results show that women and men were affected differently by the intervention: effects for women with high self-confidence are higher than the effects for men in the same group. For high-performing women who have low self-confidence in their math ability, the probability that they apply to any major increases and the selectivity of their choice of major-university also increases. The increase in application probability comes from an increase in applications for health majors.The third essay describes and explores the STEM gender gap in higher education enrollment and application. The paper focuses on how the STEM gender gap varies depending on students' socioeconomic status (SES). We show that the gender gap in STEM enrollment among top-performing Chilean students is larger for low-SES students than high-SES students. Low-SES men enroll in STEM majors 3.7 times more than low-SES women, while high-SES men enroll in STEM majors 2.4 times more than high-SES women.
520 $a Esta disertacion consta de tres ensayos sobre la economia de la educacion. El primer ensayo estima el impacto de tener un mayor porcentaje de pares mujeres en los resultados educativos de las mujeres. Aprovechando la variacion casi aleatoria en la porcentaje de companeras mujeres de las carreras STEM en una institucion de educacion superior tecnica, muestro que las mujeres se benefician de tener porcentajes mas altos de pares mujeres. Especificamente, un aumento de diez puntos porcentuales en la proporcion de mujeres en una carrera STEM tiene un efecto positivo estadisticamente significativo en las estudiantes. Este aumento disminuye las tasas de desercion femeninas en un 9,6 % y aumenta sus calificaciones en 0,05 desviaciones estandar. La evidencia sugiere que los efectos de los pares estan mediados por el genero de los instructores. A medida que las alumnas tienen menos instructoras, el efecto de tener mas companeras se intensifica.El segundo ensayo evalua una intervencion aleatorizada que brindo informacion a estudiantes de alto rendimiento sobre su desempeno en relacion con otros estudiantes. Los resultados muestran que las mujeres y los hombres se vieron afectados de manera diferente por la intervencion: los efectos para las mujeres con alta confianza en si mismas son mas altos que los efectos para los hombres en el mismo grupo. Para las mujeres de alto rendimiento que tienen poca confianza en su habilidad matematica, la probabilidad de que se postulen a cualquier carrera aumento y la selectividad de su eleccion de la universidad principal tambien aumenta. El aumento en la probabilidad de postulacion proviene de un aumento en las postulaciones para carreras de salud.El tercer ensayo describe y explora la brecha de genero STEM en la matricula y postulacion de educacion superior. El ensayo se centra en como varia la brecha de genero en STEM segun el nivel socioeconomico (NSE) de los estudiantes. Mostramos que la brecha de genero en la matricula en STEM entre los estudiantes chilenos de alto rendimiento es mayor para los estudiantes de NSE bajo que para los estudiantes de NSE alto. Los hombres de nivel socioeconomico bajo se matricular en carreras STEM 3,7 veces mas que las mujeres de nivel socioeconomico bajo, mientras que los hombres de nivel socioeconomico alto se inscriben en carreras STEM 2,4 veces mas que las mujeres de nivel socioeconomico alto.
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710 2 $a Harvard University. $b Education. $3 3556180
773 0 $t Dissertations Abstracts International $g 83-12A.
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791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167409