Social and behavioral skills and the gender gap in early educational achievement

DiPrete, Thomas A.; Jennings, Jennifer L.

doi:10.1016/j.ssresearch.2011.09.001

Cited by 293 publications

(254 citation statements)

References 86 publications

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“…Heckman and Rubinstein (2001), for example, argue that the low returns to graduate equivalency diplomas (GEDs) in the United States is due to a deficit in noncognitive skills among GED-holders, as reflected in the higher prevalence of behaviors such as drug use, fighting, and shoplifting among this group. Other studies have shown that one apparent source of the gender gap in school success is the discrepancy between boys and girls in social skills and impulse control at school entry (DiPrete and Jennings, 2012;Bertrand and Pan, 2013). …”

Section: Cognitive and Noncognitive Skillsmentioning

confidence: 99%

The College Type: Personality and Educational Inequality

Lundberg

2013

Journal of Labor Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. I examine the effects of cognitive ability and personality traits on college graduation in a recent cohort of young Americans, and how the returns to these traits vary by family background, and find very substantial differences across family background groups in the personality traits that predict successful completion of college, particularly for men. The implications are two-fold. First, the returns to noncognitive traits may be highly contextdependent. Second, policy discussion concerning educational inequality should include, not just the possibilities for remediating the skill levels of poor children, but also approaches to changing the environments that limit their opportunities.JEL Classification: I24

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Section: Cognitive and Noncognitive Skillsmentioning

confidence: 99%

The College Type: Personality and Educational Inequality

Lundberg

2013

Journal of Labor Economics

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“…Boys begin school with less-developed social and behavioral skills than girls, and these gaps persist through elementary school and explain much of the gender differential in early academic outcomes (DiPrete and Jennings, 2012). Girls consistently receive higher grades, are less likely to repeat grades or to be placed in special education classes, and are less likely to get in trouble at school.…”

mentioning

confidence: 99%

Gender gaps in the effects of childhood family environment: Do they persist into adulthood?

Brenøe

Lundberg

2018

European Economic Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S Gender Gaps in the Effects of Childhood Family ABSTRACT Gender Gaps in the Effects of Childhood Family Environment: Do They Persist into Adulthood?We examine the differential effects of family disadvantage on the education and adult labor market outcomes of men and women using high-quality administrative data on the entire population of Denmark born between 1966 and 1995. We link parental education and family structure during childhood to male-female and brother-sister differences in teenage outcomes, educational attainment, and adult earnings and employment. Our results are consistent with U.S. findings that boys benefit more from an advantageous family environment than do girls in terms of the behavior and grade-school outcomes. Father's education, which has not been examined in previous studies, is particularly important for sons. However, we find a very different pattern of parental influence on adult outcomes. The gender gaps in educational attainment, employment, and earnings are increasing in maternal education, benefiting daughters. Paternal education decreases the gender gaps in educational attainment (favoring sons) and labor market outcomes (favoring daughters). We conclude that differences in the behavior of school-aged boys and girls are a poor proxy for differences in skills that drive longer-term outcomes.JEL Classification: I20, J1, J2, J3

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“…Misbehavior at a young age drives lower probabilities of staying longer in school in the United Kingdom and the United States (Carneiro, Crawford, and Goodman 2007;DiPrete and Jennings 2012;Segal 2013). Technical abilities, a subset of cognitive skills, influence the probability of going to college.…”

mentioning

confidence: 99%

“…Boys and girls have roughly the same academic return to socio-emotional skills, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time (DiPrete and Jennings 2012).…”

mentioning

confidence: 99%

Beyond Qualifications: Returns to Cognitive and Socio-Emotional Skills in Colombia

Acosta¹,

Muller²,

Sarzosa

2015

Policy Research Working Papers

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. This paper examines the relationship between individuals' skills and labor market outcomes for the working-age population of Colombia's urban areas. Using a 2012 unique household survey, the paper finds that cognitive skills (aptitudes to perform mental tasks such as comprehension or reasoning) and socio-emotional skills (personality traits and behaviors) matter for favorable labor market outcomes in the Colombian context, although they have distinct roles. Cognitive skills are greatly associated with higher earnings and holding a formal job or a high-qualified occupation. By contrast, socio-emotional skills appear to have little direct influence on these outcomes, but play a stronger role in labor market participation. Both types of skills, especially cognitive skills, are largely associated with pursuing tertiary education. The analysis applies standard econometric techniques as a benchmark and structural estimations to correct for the measurement error of skill constructs.JEL Classification: J24, J31, I24

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Social and behavioral skills and the gender gap in early educational achievement

Cited by 293 publications

References 86 publications

The College Type: Personality and Educational Inequality

The College Type: Personality and Educational Inequality

Gender gaps in the effects of childhood family environment: Do they persist into adulthood?

Beyond Qualifications: Returns to Cognitive and Socio-Emotional Skills in Colombia

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