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on Gender |
| By: | Francesconi, Marco; Parey, Matthias |
| Abstract: | We use data from six cohorts of university graduates in Germany to assess the extent of gender gaps in college and labor market performance twelve to eighteen months after graduation. Men and women enter college in roughly equal numbers, but more women than men complete their degrees. Women enter college with slightly better high school grades, but women leave university with slightly lower marks. Immediately following university completion, male and female full-timers work very similar number of hours per week, but men earn more than women across the pay distribution, with an unadjusted gender gap in full-time monthly earnings of about 20 log points on average. Including a large set of controls reduces the gap to 5-10 log points. The single most important proximate factor that explains the gap is field of study at university. |
| Keywords: | Field of study; gender wage gap; Germany; University graduates |
| JEL: | J16 J31 J71 |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:cpr:ceprdp:12754&r=gen |
| By: | Tindara Addabbo; Maddalena Davoli; Marina Murat |
| Abstract: | Gender and origin background are widely accepted in the economics of education literature as factors that highly correlate with educational outcomes. However, little attention has been devoted so far to the interaction of these two dimensions. We use Italian data from PISA 2015 to investigate potential immigrant-gender gaps in education. We find that, as expected, girls outperform boys in reading and are outperformed by them in math and science. In addition, immigrant students’ scores are persistently below those of natives. However, interestingly, we find that being immigrant and female does not imply a double disadvantage in math and science. On the contrary, immigrant girls slightly compensate for the immigrant gap in all disciplines. Moreover, the wider gap we find is that of immigrant boys in reading: it ranges from to 0.66 to 2 school years with respect to native boys. Language spoken at home is one of the main cofactors affecting immigrant boy’s scores. Targeted policies should therefore be implemented. |
| Keywords: | immigrant-gender gap, education, OECD-PISA |
| JEL: | I24 F22 J16 |
| Date: | 2018–02 |
| URL: | http://d.repec.org/n?u=RePEc:mod:recent:136&r=gen |
| By: | Joanna Tyrowicz; Lucas van der Velde; Irene van Staveren |
| Abstract: | Given theoretical premises, gender wage gap adjusted for individual characteristics is likely to vary over age. We extend DiNardo, Fortin and Lemieux (1996) semi-parametric technique to disentangle year, cohort and age effects in adjusted gender wage gaps. We rely on a long panel of data from the German Socio-Economic Panel covering the 1984-2015 period. Our results indicate that the gender wage gap increases over the lifetime, for some birth cohorts also in the post-reproductive age. |
| Keywords: | gender wage gap, age, cohort, decomposition, non-parametric estimates, Germany |
| JEL: | J31 J71 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:diw:diwsop:diw_sp956&r=gen |
| By: | Koerselman, Kristian; Pekkarinen, Tuomas |
| Abstract: | In this paper, we study the effect of the timing of puberty on educational achievement and examine to what extent the gender differences in the timing of puberty can explain gender differences in achievement. We use British cohort data that combine information on pubertal development with test scores, behavioral outcomes as well as final educational attainment and earnings. Controlling for age 7 cognitive skills and family background, we show that late pubertal development is associated with a slower rate of cognitive skill growth during adolescence. This disadvantage in cognitive development is also reflected in lower levels of educational attainment and earnings for late developed individuals. The number of late developing boys is however too small to explain more than a fraction of the gender gap in educational outcomes. Furthermore, we find no effects on self-discipline or other behavioral outcomes in adolescence, suggesting a mechanism wholly separate from other causes of the gender gap. |
| Keywords: | education and training, education choices, gender differences, gender impacts, labour markets, learning outcomes, Labour markets and education, I20, J16, |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:fer:wpaper:97&r=gen |
| By: | Le, Huong; Nguyen, Ha |
| Abstract: | This paper documents the patterns and examines the factors contributing to a gender gap in educational achievements in early seventh grade of schooling using a recent and nationally representative panel of Australian children. Regression results indicate that females excel at non-numeracy subjects at later grades whereas males outperform females in numeracy in all grades, whether at the mean or along the distribution of the test score. Our results also reveal a widening gender test score gap in numeracy as students advance their schooling. Regression and decomposition results also highlight the importance of controlling for pre-school cognitive skills in examining the gender test score gap. |
| Keywords: | Gender, Education, Quantile regression, Decomposition, Australia |
| JEL: | I20 J16 |
| Date: | 2018–02–21 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:84767&r=gen |