Replication data for: Mechanisms and Impacts of Gender Peer Effects at School
Principal Investigator(s): View help for Principal Investigator(s) Victor Lavy; Analia Schlosser
Version: View help for Version V1
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replication_kit | 10/12/2019 03:31:PM | ||
LICENSE.txt | text/plain | 14.6 KB | 10/12/2019 11:31:AM |
Project Citation:
Lavy, Victor, and Schlosser, Analia. Replication data for: Mechanisms and Impacts of Gender Peer Effects at School. Nashville, TN: American Economic Association [publisher], 2011. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113785V1
Project Description
Summary:
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We present in this paper evidence about the effects and mechanisms of gender peer effects in elementary, middle, and high schools. For identification, we rely on idiosyncratic variations in gender composition across adjacent cohorts within the same schools. We find that an increase in the proportion of girls improves boys and girls' cognitive outcomes. These academic gains are mediated through lower levels of classroom disruption and violence, improved inter-student and student-teacher relationships, and lessened teachers' fatigue. We find no effect on individual behavior, which suggests that the positive effects of girls on classroom environment are mostly due to compositional change. (JEL I21, J16)
Scope of Project
JEL Classification:
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I21 Analysis of Education
J16 Economics of Gender; Non-labor Discrimination
I21 Analysis of Education
J16 Economics of Gender; Non-labor Discrimination
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