Girls Helping Girls: The Impact of Female Peers on Grades and Educational Choices

Schøne, Pål; Simson, Kristine von; Strøm, Marte

doi:10.2139/ssrn.2923672

Cited by 5 publications

(10 citation statements)

References 33 publications

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“…A higher proportion of female schoolmates increases both genders' scholastic and matriculation outcomes. This finding is established in the literature (Hoxby, 2000;Lavy and Schlosser, 2011;Lu and Anderson, 2015;Schone, von Simson, and Strom, 2017), and we provide evidence that this pattern is also evident in our setting.…”

Section: Falsification Exercisessupporting

confidence: 90%

“…Hu (2015) finds that a higher share of female peers in the classroom improves males' academic performance. Schone, von Simson, and Strom (2017) show that having more female peers in lower secondary grades renders females more likely to choose male-dominated courses in upper secondary grades. 7 Taken together, these studies have largely focused on student performance and enrollment in advanced school courses.…”

Section: Introductionmentioning

confidence: 93%

“…In-class learning environment is crucial for student human capital development. There is evidence that a higher female share of students in a class lowers disruption and violence levels, improves adult-student and inter-student relationships, and increases student experiences and satisfaction (Lavy and Schlosser, 2011;Schone, von Simson, and Strom, 2017;Goulas, Megalokonomou, and Zhang, 2020). Individuals are less disruptive, more focused, and better behaved in environments in which females outnumber males (Figlio, 2007).…”

Section: Motivationmentioning

confidence: 99%

“…A higher share of female students may also lower disruption and violence, improve adult-student and inter-student relationships, and increase student experiences and satisfaction (Lavy and Schlosser, 2011;Schone, von Simson, and Strom, 2017;Goulas, Megalokonomou, and Zhang, 2020). Individuals may then become less disruptive, more focused, and better behaved (Figlio, 2007).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Female Neighbors, Test Scores, and Careers

2022

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Section: Falsification Exercisessupporting

confidence: 90%

Section: Introductionmentioning

confidence: 93%

Section: Motivationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Female Neighbors, Test Scores, and Careers

2022

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“…Specifically, previous research has shown that the orientation toward STEM domains of female peers and friends affects girls’ interest in these subjects (Raabe et al, 2019) and course selection (Riegle-Crumb et al, 2006). Furthermore, research has argued that female relationships function as counterpoints to common stereotypes about male-dominated subjects (Riegle-Crumb et al, 2006; Schøne et al, 2017) and that peer support in general may be important to counteract negative effects of gender bias on STEM self-concept (Robnett, 2016).…”

mentioning

confidence: 99%

Gender Differences in Math and Science Academic Self-Concepts and the Association With Female Climate in 8th Grade Classrooms

Andersen

Smith

2023

The Journal of Early Adolescence

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Although women’s representation in STEM fields and occupations has increased, science and math continue to be stereotyped as male domains. This paper links psychological and sociological explanations for gendered disparities in STEM by examining the relationship between the local “micro-situational” female learning environment and the gender gap in academic self-concept in math and science. We applied hybrid models to TIMSS 2015 data comprised of a pseudo-panel of repeated measures for individual student and peer achievement, academic self-concept, utility value, and interest-enjoyment value in math/science (at age 14). We analyzed data from three countries, including a subsample of students who were taught by the same teacher in both math and science, thus eliminating unobserved teacher heterogeneity. Results indicate that female peer climate in the classroom is important for understanding how girls’ self-concept in math/science is formed, even though it was unrelated to the gender gap.

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Gender and mathematics achievement: the role of gender stereotypical beliefs of classroom peers

Smith

Farkas

2022

European Sociological Review

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We tested the relationship between gender-stereotypical beliefs (GSBs) of female and male classroom peers and female achievement in mathematics. Complete-class student survey data merged with family register data from 1,047 Danish 6th-grade students, nested in 50 classrooms within 28 schools, were analysed using multilevel linear regressions including controls for parental education and income, the percentage of females in the classroom, prior math test scores, and the parental education, income, and prior test scores of female and male peers. We found that the GSBs of female peers were negatively associated with girls’ math achievement. Similar variables were not related to the math achievement of boys.

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Girls Helping Girls: The Impact of Female Peers on Grades and Educational Choices

Cited by 5 publications

References 33 publications

Female Neighbors, Test Scores, and Careers

Female Neighbors, Test Scores, and Careers

Gender Differences in Math and Science Academic Self-Concepts and the Association With Female Climate in 8th Grade Classrooms

Gender and mathematics achievement: the role of gender stereotypical beliefs of classroom peers

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