Female Classmates, Disruption, and STEM Outcomes in Disadvantaged Schools: Evidence from a Randomized Natural Experiment

Sofoklis Goulas, Rigissa Megalokonomou and Yi Zhang

No 2024-01, Monash Economics Working Papers from Monash University, Department of Economics

Abstract: Recent research has shown that females make classrooms more conducive to effective learning. We identify the effect of a higher share of female classmates on students’ disruptive behavior, engagement, test scores, and major choices in disadvantaged and non-disadvantaged schools. We exploit the random

Keywords: gender peer effects; natural e; classroom learning productivit; quasi-random variation; disadvantaged students (search for similar items in EconPapers)
JEL-codes: I24 I26 J16 J24 (search for similar items in EconPapers)
Date: 2024-01-01
New Economics Papers: this item is included in nep-edu, nep-eur, nep-gen, nep-lma and nep-ure
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Citations: View citations in EconPapers (2)

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Related works:
Working Paper: Female Classmates, Disruption, and STEM Outcomes in Disadvantaged Schools: Evidence from a Randomized Natural Experiment (2023)
Working Paper: Female Classmates, Disruption, and STEM Outcomes in Disadvantaged Schools: Evidence from a Randomized Natural Experiment (2023)
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