Preferences, Access, and the STEM Gender Gap in Centralized High School Assignment

被引：0
|
作者：
Ngo, Diana [1 ]
Dustan, Andrew [2 ]
机构：
[1] Occidental Coll, Dept Econ, Los Angeles, CA 90041 USA
[2] Coll William & Mary, Dept Econ, Williamsburg, VA USA
来源：
AMERICAN ECONOMIC JOURNAL-APPLIED ECONOMICS | 2024年 / 16卷 / 04期
关键词：
ACADEMIC-ACHIEVEMENT EVIDENCE; PERFORMANCE EVIDENCE; COLLEGE ADMISSIONS; DEMAND MODELS; CHOICE; MATH; GRADES; STEREOTYPES; DIVERSITY; SCIENCE;
D O I：
10.1257/app.20220450
中图分类号：
F [经济];
学科分类号：
02 ;
摘要：
The gender gap in STEM widens during high school due both to differences in student choices and institutional barriers to accessing STEM education. Using rich data from Mexico City's centralized assignment system and a structural model of high school choice, we document strong demand for elite STEM programs and relatively weak demand for non-elite STEM programs. Decomposition and counterfactual simulations demonstrate that most of the gap is due to gendered choices, with males more strongly preferring STEM. Test-based assignment restricts elite STEM access for females, who have lower placement test scores despite similar low-stakes exam scores. ( JEL I21, I24, I26, J16, J24, O15)
引用
收藏
页码：257 / 287
页数：31
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