Gender and Educational Achievement: Stylized Facts and Causal Evidence

How Good Am I? Effects and Mechanisms Behind Salient Ranks

“…This suggests that males may be more responsive to rank than females. This is in line with findings by Murphy and Weinhardt (2020) and Bertoni and Nisticò (2019), and is also consistent with the literature on heterogeneous gender attitudes toward competitiveness in a gender-mixed setting (Delaney and Devereux, 2021;Gneezy et al, 2003). 28 We then examine students' reactions to achievement ranks based on whether students are over or under-confident.…”

Gender differentiation in STEM career choice and the role of education.

“…An additional motivation for women's choices is the capability to support the creation of a family through their profession. Some of their suggestions for improving the female position in STEM professions are that women's self-confidence in mathematics should be boosted and that the form of their admission to higher education institutions should be modified (for example, Cambridge University secures a number of STEM positions for female students) (Delaney & Devereux, 2021).…”

“…EU countries, in close cooperation with the public and private sector and the civil society, have committed to enhancing women's participation in the digital and technological sector. (European Commission 2019a;European Commission 2019b). Each Member-State should:…”

“…• Promote awareness-raising activities about women's contribution to the digital economy Contemporary EU approaches to research and development reflect a relationship between science and society which focuses on building reciprocal relations between stakeholders, in scientific research and innovation, and social groups and their representatives, from a perspective of "Science with and for the society" (Kupper et al, 2015). This effort is attributed to the term Responsible Research and Innovation (RRI) and has been, since 2015, part of the implementation of the European Horizon 2020 Program (European Commission, 2021). Application and implementation of Programs with a relevant orientation in formal education, starting from pre-school education to the next levels, sets the conditions for strengthening school education in the fields of STEM, in order to attract more young people to science through the promotion of innovative pedagogical methods.…”

Adams and Eves: The Gender Gap in Economics Majors

“…While gender gaps in college graduation from STEM fields have been widely acknowledged and researched (UNESCO, 2017; Kahn and Ginther, 2018;Bertocchi and Bozzano, 2020;Delaney and Devereux, 2021), the presence of significant gaps in Economics is relatively less explored, despite early accounts such as Dynan and Rouse (1997). In the US, the share of Economics majors who are females is lower than in Chemistry, Mathematics, and Statistics.…”