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on Gender |
| By: | Grosch, Kerstin; Rau, Holger |
| Abstract: | This paper experimentally analyzes the determinants of the honesty norm in a lying game. The findings confirm common gender differences, i.e., men cheat significantly more than women. We detect a novel correlation between subjects' magnitude of concern they have for others (social value orientation) and their moral valuation of the norm honesty. The data suggest that individualistic subjects are less honest than prosocial ones. Interestingly, this difference can explain the gender differences we observe. First, we find that the distribution of social value orientation differs between gender, i.e., significantly more male subjects are characterized as individualistic subjects. Second, once we control for social value orientation the gender differential disappears. |
| Keywords: | experiment,gender differences,honesty,social value orientation |
| JEL: | C91 H26 J16 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:cegedp:308&r=gen |
| By: | Nishimura, Mikiko |
| Abstract: | In the international sphere, gender equality is primarily discussed in relation to the gender parity index (GPI), a female to male ratio of enrollment. This paper attempts to adopt a wider scope of gender equality that includes continuous learning and achievement. By using the data from 306 primary schools in rural Senegal, collected by the Japan International Cooperation Agency Research Institute (JICA-RI), this paper examined school factors that affect the gender gaps in internal efficiency and learning achievement by considering policy input and the environment at the school level. The results show that the existence of a school management committee (“CGE”), is associated with lower dropout rates for both boys and girls and that the amount of financial contribution made by a CGE is correlated with fewer gender gaps in the number of dropouts and the repetition rate. We also found that providing parents with a periodic report on students’ attendance and learning achieveme nts as well as offering remedial lessons is negatively correlated with gender gaps in the repetition rate. Although we need to further investigate the mechanism that brought about this result, learning support initiatives may affect students differently according to gender depending on how one plans and implements them. School-level interventions should mainstream gender considerations so as to ensure gender equality in learning processes and achievements. |
| Keywords: | gender,primary education,SABER,school governance,Senegal,rural schools |
| Date: | 2017–03–11 |
| URL: | http://d.repec.org/n?u=RePEc:jic:wpaper:141&r=gen |
| By: | Daniela Campus; Gianna Giannelli (Dipartimento di Scienze per l'Economia e l'Impresa) |
| Abstract: | Dramatic spikes in food prices, like those observed over the last years, represent a real threat to food security in developing countries with severe consequences for many aspects of human life. Price instability can also affect the intra-household allocation of time, thus changing the labour supply of women, who traditionally play the role of ‘shock absorbers’. This paper explores the nature of time poverty by examining how changes in the prices of the two major staples consumed, matooke and cassava, have affected the paid and unpaid labour time allocation in Ugandan households. We exploit the panel nature of the Uganda National Household Survey by adopting a Tobit-hybrid model. Our results show that gender differentials in the intra-household allocation of labour actually occur in correspondence with changes in food prices. We find that, overall, women work significantly more, since the additional hours women work in the labour market are not counterbalanced by a relevant reduction in their other labour activities. For men, we do not find any significant effect of price changes on hours of work. |
| Keywords: | food prices, labour supply, gender, Uganda |
| JEL: | J16 J22 J43 Q11 |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:frz:wpaper:wp2016_16.rdf&r=gen |
| By: | Friebel, Guido; Lalanne, Marie; Richter, Bernard; Schwardmann, Peter; Seabright, Paul |
| Abstract: | We test two hypotheses, based on sexual selection theory, about gender differences in costly social interactions. Differential selectivity states that women invest less than men in interactions with new individuals. Differential opportunism states that women's investment in social interactions is less responsive to information about the interaction's payoffs. The hypotheses imply that women's social networks are more stable and path dependent and composed of a greater proportion of strong relative to weak links. During their introductory week, we let new university students play an experimental trust game, first with one anonymous partner, then with the same and a new partner. Consistent with our hypotheses, we find that women invest less than men in new partners and that their investments are only half as responsive to information about the likely returns to the investment. Moreover, subsequent formation of students' real social networks is consistent with the experimental results: being randomly assigned to the same introductory group has a much larger positive effect on women's likelihood of reporting a subsequent friendship. |
| Keywords: | social networks,gender differences,trust game |
| JEL: | C91 D81 J16 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:safewp:168&r=gen |
| By: | Julie Beugnot (UBFC - Université Bourgogne Franche-Comté, CRESE - Centre de REcherches sur les Stratégies Economiques - UFC - UFC - Université de Franche-Comté); Bernard Fortin (CIRANO - Centre interuniversitaire de recherche en analyse des organisations - UQAM - Université du Québec à Montréal); Guy Lacroix (CIRANO - Centre interuniversitaire de recherche en analyse des organisations - UQAM - Université du Québec à Montréal); Marie-Claire Villeval (GATE Lyon Saint-Étienne - Groupe d'analyse et de théorie économique - ENS Lyon - École normale supérieure - Lyon - UL2 - Université Lumière - Lyon 2 - UCBL - Université Claude Bernard Lyon 1 - UJM - Université Jean Monnet [Saint-Etienne] - Université de Lyon - CNRS - Centre National de la Recherche Scientifique) |
| Abstract: | We investigate whether peer effects at work differ by gender and whether the gender difference in peer effects –if any- depends on work organization, precisely the structure of social networks. We develop a social network model with gender heterogeneity that we test by means of a realeffort laboratory experiment. We compare sequential networks in which information on peers flows exclusively downward (from peers to the worker) and simultaneous networks where it disseminates bi-directionally along an undirected line (from peers to the worker and from the worker to peers). We identify strong gender differences in peer effects, as males’ effort increases with peers’ performance in both types of network, whereas females behave conditionally. While they are influenced by peers in sequential networks, females disregard their peers’ performance when information flows in both directions. We reject that the difference between networks is driven by having one’s performance observed by others or by the presence of peers in the same session in simultaneous networks. We interpret the gender difference in terms of perception of a higher competitiveness of the environment in simultaneous than in sequential networks because of the bi-directional flow of information. |
| Keywords: | Gender, peer effects, social networks, work effort, experiment |
| Date: | 2017–03–01 |
| URL: | http://d.repec.org/n?u=RePEc:hal:wpaper:hal-01481999&r=gen |
| By: | Marta De Philippis (Bank of Italy) |
| Abstract: | This paper focuses on students at the very top of the ability distribution and explores whether strengthening high school science curricula affects their choice of enrolling in and completing a Science, Technology, Engineering and Maths (STEM) degree at university. The paper solves the standard endogeneity problems by exploiting the different timing in the implementation of a reform that encouraged secondary schools in the UK to offer more science to high ability 14- year-olds. Taking five more hours per week of science in secondary school increases the probability of enrolling in a STEM degree by 1.2 percentage points and the probability of graduating in these degrees by 3 percentage points. The results mask substantial gender heterogeneity: while girls are as willing as boys to take advanced science in secondary school - when offered -, the results on pure STEM degrees at university are entirely driven by boys. Girls are encouraged to choose more challenging subjects, but still opt for the most female-dominated ones. |
| Keywords: | STEM, high school curriculum, field of study, gender bias |
| JEL: | I23 J24 H52 |
| Date: | 2017–03 |
| URL: | http://d.repec.org/n?u=RePEc:bdi:wptemi:td_1107_17&r=gen |