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  5. Exploring Interventions and Impacts: Bridging Gender Gaps in Economics, Education, and the Workplace
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Exploring Interventions and Impacts: Bridging Gender Gaps in Economics, Education, and the Workplace

Paper Session

Sunday, Jan. 5, 2025 10:15 AM - 12:15 PM (PST)

Hilton San Francisco Union Square, Golden Gate 7&8
Hosted By: American Economic Association
  • Chair: Alessandra Cassar, University of San Francisco

Gendered Outcome Bias

Erin Giffin
,
Colby College
Brianna Halladay
,
Trinity College
Rachel Landsman
,
Bucknell University

Abstract

Abstract
Recent empirical studies have shown differences in the punishment and rewarding of men and women following uncertain outcomes that are due to both luck and the agent’s actions. Many studies have shown that men tend to be rewarded following unexpected good outcomes while women tend to be punished more frequently following unexpected bad outcomes. It is unclear whether these gender differences are due to a difference in how male versus female agent’s outcomes are attributed to their actions (outcome bias) or whether they simply stem from a difference in a desire to punish/reward male versus female agents. We build on this literature by designing an experimental study to disentangle these competing mechanisms. We ask whether gender differences in rewards/punishments are due to differences in outcome bias depending on agent gender or differences in punishment preferences dependent on the agent’s gender.

Diversity Statements Can Activate Stereotype Threat: Evidence from a Field Experiment

Amanda Chuan
,
Michigan State University
Andrew Johnson
,
Michigan State University

Abstract

We explore how diversity statements impact college students. We randomly assign 3,825 incoming freshmen to receive emails that include or exclude a DEI statement. We find that the diversity statement reduces student interest in academic resources by 50%, with greater declines for men than women. 12 weeks later, Black and Hispanic students report greater rates of worry regarding stereotypes, but not White and Asian students. Finally, transcript data indicate that the DEI statements reduce GPAs for men. Potential mechanisms include greater disengagement in university resources among men. Our results suggest that organizations should empirically test diversity statements before implementing them.

Bridging the Gender Gap in Exam Performance through Nudges and Stress Reframing

Catalina Franco
,
Norwegian School of Economics
Marcela Gomez-Ruiz
,
Universitat Autònoma de Barcelona

Abstract

Why women underperform relative to men in high-stakes exams while excelling under lower stakes remains a puzzle. Previous research suggests differential responses to pressure and omitted questions as explanations. We evaluate a unique randomized trial with 4,658 applicants to a coding program in Uruguay, introducing two treatments: a Nudge to answer all questions and a Nudge+Stress intervention, reframing stress as performance-enhancing. Treated women omit fewer questions, boosting performance by 0.08 SD and 0.18 SD, respectively. There are no effects on men, and 9% more women gain admission. The key insight is that reducing omitted questions narrows gender performance gaps.

Choice Flexibility and Gender Gap in Tournament Entry

Brianna Halladay
,
Trinity College
Elif Demiral
,
East Tennessee State University

Abstract

Persistent gender inequalities in economic outcomes pose challenges, with women consistently earning less and being underrepresented in senior roles. Behavioral research has shown that women are less likely to opt for competitive payment schemes, a tendency that may hinder their career progression and contribute to the wage gap. This project introduces a novel intervention that allows participants to revise their payment choices post-task, aiming to mitigate the gender competitiveness gap. Our findings provide insights into how flexibility in choices might influence gender differences in competitive payment choices and help identify ways to achieve greater gender equality in the workplace and beyond.

AI in the Classroom: Barrier or Gateway to Academic and Labor Market Success?

Siri Isaksson
,
Norwegian School of Economics
Catalina Franco
,
Norwegian School of Economics
Natalie Irmert
,
Lund University

Abstract

Artificial Intelligence (AI) is becoming an increasingly important skill in the labor market, but will everyone be able to equally reap its benefits in the workplace? Recent research shows that current students --who will be facing this rapidly changing labor market-- are adopting AI tools at differential rates based on both gender and ability. Whether AI will affect adopters’ academic and labor market success hinges on whether AI interferes with or enhances learning, which in turn depends on whether AI is being used as a substitute for or complement of effort. If AI harms learning, students with high adoption rates would be worse prepared for the labor market than those with low adoption rates. If AI enhances learning, students who do not become proficient at AI would be left behind. To assess the impact of AI on learning, we run a controlled lab experiment which allows us to restrict and allow access to AI in different between-subject treatment variations in which students learn about a new topic. We explore whether AI is employed in a way that causally creates a gap in learning, productivity and payoffs. Our results provide evidence on the important question of whether the documented differential adoption and use of AI by gender and ability is likely to create gender gaps in academic and labor market success. In addition, we explore several mechanisms such as confidence, attitudes towards cheating and prompting skills.

Discussant(s)
Elif Demiral
,
East Tennessee State University
Kristine Koutout
,
Stanford University
Olga Stoddard
,
Brigham Young University
Danila Serra
,
Texas A&M University
Laura K. Gee
,
Tufts University
JEL Classifications
  • J7 - Labor Discrimination
  • C9 - Design of Experiments