Economics at your fingertips  

Do mentoring, information, and nudge reduce the gender gap in economics majors?

Hsueh-Hsiang Li

Economics of Education Review, 2018, vol. 64, issue C, 165-183

Abstract: The gender gap in economics majors (i.e., male students are much more likely to major in economics than are their female counterparts) has remained large, despite narrowing gaps observed in many other fields. This study examines whether mentoring, the provision of additional information, and nudges help reduce the gender gap in economics majors via a randomized controlled experiment conducted in introductory economics classes at a large, public, four-year institution in the United States. The results show that the treatment effects are heterogeneous and have the most significant impact on female students with grades above the median. The treatments increase these female students’ probability of majoring in economics by 5.41–6.27 percentage points.

Keywords: Gender gap; Educational economics; College major; Randomized controlled trial; Experiment; Subjective belief (search for similar items in EconPapers)
JEL-codes: A22 J16 J18 (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations Track citations by RSS feed

Downloads: (external link)
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link:

Access Statistics for this article

Economics of Education Review is currently edited by E. Cohn

More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Dana Niculescu ().

Page updated 2018-06-23
Handle: RePEc:eee:ecoedu:v:64:y:2018:i:c:p:165-183