We thank Alice Eagly for suggestions. We are especially grateful to the Florida Department of Education and Health for providing the linked population-level administrative data that permitted this analysis to take place. Luisa Cefala' provided excellent research assistantship. All errors and opinions are those of the authors and do not reflect those of the Florida Departments of Education and Health. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

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Previous research has shown that norms around the role of women in society could help explain the gender gap in mathematics and that these norms could be transmitted within the family. Using data from the Florida Department of Education combined with birth certificates, we uncover important heterogeneity in the transmission of gender biases within the family. We find that gender role norms can explain the lower performance of girls in mathematics only in relatively affluent White families, whereas they do not apparently matter for the performance of Black girls.

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