Girl Power? An Analysis Of Peer Effecst Using Exogenous Changes In The Gender Make-Up Of The Peer Group

• Steven Michael Proud ^[1]
  1. [1] University of Bristol

     University of Bristol

     Reino Unido

     
• Localización: Estudios Economicos Regionales y Sectoriales : EERS: Regional and sectoral economic studies : RSES, ISSN 1578-4460, Vol. 14, Nº. Extra 3, 2014 (Ejemplar dedicado a: Special Issue on Economics of Education in collaboration with AEDE), págs. 5-18
• Idioma: inglés
• Enlaces
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• Resumen

  • The effect of a child’s peers has long been regarded as an important factor in affecting their educational outcomes. I use exogenous changes in the proportion of girls within English school cohorts to estimate the causal effect of a more female peer group. I find significant negative effects of a more female peer group on boys’ outcomes in English, particularly at age 7. Much, but not all, of this deficit is caught up by age 11, but there is still a significant negative effect present. In maths and science, all pupils benefit from a more female peer group in primary schools.

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