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  1. Gender stereotypes in the family
    Autor*in: Nicoletti, Cheti; Sevilla, Almudena; Tonei, Valentina
    Erschienen: [2022]
    Verlag:  Centre for Economic Performance, London School of Economics and Political Science, London

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    VS 449
    Fernleihe:
    keine Fernleihe
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Discussion paper / Centre for Economic Performance ; no. 1891 (December 2022)
    Schlagworte: parental beliefs; gender bias; stereotypes; school performance; standardized scores
    Umfang: 1 Online-Ressource (circa 41 Seiten), Illustrationen
  2. Gender stereotypes in the family
    Autor*in: Nicoletti, Cheti; Sevilla, Almudena; Tonei, Valentina
    Erschienen: December 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We study whether and why parents have gender-stereotyped beliefs when they assess their child's skills. Exploiting systematic differences in parental beliefs about a child's skills and blindly graded standardized test scores, we find that parents... mehr

    Zugang:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    We study whether and why parents have gender-stereotyped beliefs when they assess their child's skills. Exploiting systematic differences in parental beliefs about a child's skills and blindly graded standardized test scores, we find that parents overestimate boys' skills more so than girls' in mathematics (a male-stereotyped subject), whereas there are no gender differences for reading. Consistent with an information friction hypothesis, we find that the parental gender bias disappears for parents who are interviewed after receiving information on their child's test scores. We further show that the parental gender bias in detriment of girls contributes to explain the widening of the gender gap in mathematical skills later in childhood, supporting the hypothesis that exposure to gender biases negatively influence girls' ability to achieve their full potential.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/272400
    Schriftenreihe: Discussion paper series / IZA ; no. 15773
    Schlagworte: parental beliefs; gender bias; stereotypes; school performance; standardized scores
    Umfang: 1 Online-Ressource (circa 40 Seiten), Illustrationen