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Are girls always good for boys? Short and long term effects of school peers’ gender
Economics of Education Review ( IF 2.083 ) Pub Date : 2021-07-29 , DOI: 10.1016/j.econedurev.2021.102150
Simon Briole 1
Affiliation  

This paper exploits idiosyncratic variations in school cohorts’ gender composition to investigate the short and long-term effects of school peers’ gender. Using French administrative data over the 2008–2012 period, it shows that the proportion of female peers’ in middle school not only affects students’ contemporaneous performance but also influences their subsequent educational attainment. More specifically, a larger share of girls among school peers increases girls’ test scores, reduces their dropout rates and increases their probability to graduate from high school several years later, especially in the scientific track. By contrast, it increases boys’ probability to attend a vocational school and decreases their high school graduation rate. I find suggestive evidence that these effects partially operate through a negative effect of opposite-gender peers on students’ school behaviour and through an adjustment of teacher behaviour based on the gender composition of the classroom.



中文翻译:

女孩总是对男孩好吗?同龄人性别的短期和长期影响

本文利用学校同龄人性别构成的特殊变化来调查学校同龄人性别的短期和长期影响。使用法国2008-2012年期间的行政数据表明,中学女性同龄人的比例不仅会影响学生的同期表现,还会影响他们随后的受教育程度。更具体地说,在学校同龄人中女孩的比例更大会提高女孩的考试成绩,降低她们的辍学率,并增加她们几年后从高中毕业的可能性,尤其是在科学领域。相比之下,它增加了男孩进入职业学校的可能性并降低了他们的高中毕业率。

更新日期:2021-07-30
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