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on Gender |
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Issue of 2025–03–24
four papers chosen by Jan Sauermann, Institutet för Arbetsmarknads- och Utbildningspolitisk Utvärdering |
| By: | Gioia, Francesca (University of Milan); Morabito, Leo (University of Milan) |
| Abstract: | The content creator economy has rapidly emerged as a new labor market, enabling ordinary individuals equipped with a smartphone or a video camera to embark on real online careers. We analyze over 18, 000 YouTube channels created in Italy between 2006 and 2023 and show that, despite being highly flexible and free of entry barriers, the content creator market has not proven capable of solving traditional gender gaps. Our findings indicate that men seized the opportunities offered by the digital world early on, while women began a significant entry only after 2011, with a peak during the COVID-19 pandemic. The thematic area of the content also varies by gender: women are predominantly active in the Beauty and Food topics, whereas men are more present in Technology and Knowledge. Furthermore, female content creators tend to have a shorter permanence on the platform and, despite producing more videos on average, they receive lower engagement and appreciation from audiences. We suggest several interconnected mechanisms that could possibly explain our findings: gender differences in interest in STEM and ICT fields and entrepreneurial skills; the lack of female role models, particularly in non-stereotypical domains; stereotypes and social norms influencing both content production and audience preferences; and greater female aversion to negative feedback. |
| Keywords: | gender differences, content creator, digital economy |
| JEL: | D9 J01 J16 J2 |
| Date: | 2025–02 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17666 |
| By: | Martinez, Joan Jennifer (UC Berkeley) |
| Abstract: | Teachers' stereotypical assessments widen the gender gap in earnings and formal sector employment after high school graduation, with lasting positive effects for men and shorter-term negative effects for women. Exposure to these assessments throughout high school disproportionately affects women's graduation, employment, working hours, and earnings during late adolescence and early adulthood. Implicit Association Test scores collected through a survey indicate that students from both genders internalize stereotypes about math and language skills. Stereotyped teachers also deter females from entering male-dominated occupations. I find no evidence that these assessments affect college application or enrollment outcomes for students, irrespective of gender. |
| Keywords: | gender stereotypes, gender pay gap, value-added, math |
| JEL: | J16 J24 I24 J71 |
| Date: | 2025–02 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17674 |
| By: | Adamecz, Anna (University College London); Ilieva, Radina (Informa Connect); Shure, Nikki (University College London) |
| Abstract: | The Dunning-Kruger effect (DKE) states that people with lower levels of the ability tend to self-assess their ability less accurately than people with relatively higher levels of the ability. Thus, the correlation between one's objective cognitive abilities and self-assessed abilities is higher at higher levels of objective cognitive abilities. There has been much debate as to whether this effect actually exists or is a statistical artefact. This paper replicates and extends Gignac and Zajenkowski (2020) and Dunkel, Nedelec, and van der Linden (2023) to test whether the DKE exists using several measures of ability and nationally representative data from a British birth cohort study. To do this, we construct a measure of objective cognitive abilities using 18 tests conducted at ages 5, 10, and 16, and a measure of subjective self-assessed abilities using estimates of school performance and being clever at ages 10 and 16. We replicate their models and show that the DKE exists in our secondary data. Importantly, we are the first to look at whether this relationship is heterogeneous by gender and find that while the self-assessment bias is gender specific, the DKE is not. The DKE comes from men relatively overestimating and women relatively underestimating their abilities. |
| Keywords: | Dunning-Kruger effect, overconfidence, underconfidence, gender differences |
| JEL: | J16 J24 D90 |
| Date: | 2025–02 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17687 |
| By: | Carcillo, Stéphane (Sciences Po); Valfort, Marie-Anne (Paris School of Economics); Vergara Merino, Pedro (CREST-ENSAE) |
| Abstract: | This paper presents the first rigorous evaluation of school-based interventions aimed at reducing LGBTphobia. We focus on a classroom intervention that addresses the issue of LGBT harassment through perspective-taking and narrative exchange. Using a field experiment in France with more than 10, 000 middle and high school students, we find robust evidence of strong positive effects, with variations across gender, age, and socio-economic status. We argue that changing perceptions of group norms is a key channel driving these heterogeneous effects. |
| Keywords: | LGBT, discrimination, social norms |
| JEL: | C93 J15 J16 J71 |
| Date: | 2025–02 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17683 |