 What is good for the goose is good for the gander?Cecilia Boggio, Flavia Coda Moscarola and Andrea Gallice Economics of Education Review, 2020, vol. 75, issue C Abstract: We conduct a field experiment with elementary school children to go to the roots of the gender gap in financial participation and decision-making. We study the combined effects of two treatments designed to boost the attention span of participants in completing a basic financial task. We find that the use of gender-specific conceptual frames (competitiveness vs. cooperation) in the description of the task: a) raises girls’ interest and thus increases their number of coherent answers; b) makes the transmission of information on the utility of savings more effective in boosting the coherence of girls’ answers; c) does not increase girls’ level of impatience. This evidence supports our underlying hypothesis that the use of more gender-specific conceptual frames in presenting financial information to women may play a role in narrowing the gender gap in financial market participation and decision-making. Keywords: Financial inclusion; Gender gap; Limited attention; Framing (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:75:y:2020:i:c:s0272775719300378 DOI: 10.1016/j.econedurev.2019.101952 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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