Adolescence Development and the Math Gender Gap

Cristina Borra, Maria Iacovou and Almudena Sevilla ()
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Almudena Sevilla: London School of Economics

No 14077, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: Using different production function models, we study the causal association between adolescence development and the increase in the gap in math performance between boys and girls. We use data from the 1958 British National Child Development Study, a longitudinal survey of all British children born in the first week of March 1958, containing unique information on puberty development and educational outcomes from childhood into adolescence. We first document a widening of about 10 percent of a standard deviation in the gender gap in maths from primary to secondary school in the UK, and show that adolescent development contributes to explain almost two thirds of the widening of the math gender gap during the adolescence years. We also explore the mechanisms behind these effects. Our evidence regarding differences in the impact of puberty development by age, subject and self-perceived math ability suggests that both social conditions and biological factors are behind the estimated relationships between adolescent development and the increase in the gender gap in math in secondary school.

Keywords: gender gap in mathematics; educational outcomes; pubertal development (search for similar items in EconPapers)
JEL-codes: I21 I24 J16 (search for similar items in EconPapers)
Pages: 48 pages
Date: 2021-01
New Economics Papers: this item is included in nep-eur, nep-gen and nep-neu
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Citations: View citations in EconPapers (3)

Published - published in: European Economic Review, 2023, 158, 104542

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Related works:
Journal Article: Adolescent development and the math gender gap (2023)
Working Paper: Adolescent development and the math gender gap (2023)
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