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Academic Achievement

Topic Overview

Academic Achievement

Ability to perform in school may be moderated by the implicit beliefs about the relative intellectual abilities of girls and boys, as well as external social pressures. Discover strategies that level the playing field and provide opportunities for success to students of all genders.

Girl Empower – A gender transformative mentoring and cash transfer intervention to promote adolescent wellbeing: Impact findings from a cluster-randomized controlled trial in Liberia

The Girl Empower intervention in Liberia, with a conditional cash transfer component, led to improvements in the sexual and reproductive health, gender attitudes, and life skills of 13 to 14-year-old adolescent girls, but did not improve sexual violence, schooling, psychosocial wellbeing, and protective factors outcomes.

Berk Özler, Kelly Hallman, Marie-France Guimond, Elizabeth A. Kelvin, Marian Rogers, Esther Karnley (2020)

The Mark of a Woman's Record: Gender and Academic Performance in Hiring

Academic achievement (grade point average, or GPA) has relatively no impact on the likelihood of men being hired in entry-level jobs whereas women are most hirable if their resumes portray moderate academic achievement. Moderate academic achievement is associated with increased likeability among women candidates.

Natasha Quadlin (2018)

The Impact of an Inclusive Education Intervention on Learning Outcomes for Girls with Disabilities within a Resource-poor Setting

A holistic approach to inclusive education — one that spans both school and community settings — may benefit the educational attainment of girls with disabilities in Kenya.

Mark Carew, Marcella Deluca, Nora Groce, Sammy Fwaga, Maria Kett (2020)

The Gendered Spillover Effect of Young Children's Health on Human Capital: Evidence from Turkey

In developing nations, reducing morbidity among preschool children may improve educational outcomes for their adolescent sisters by lessening childcare duties and allowing them to attend school.

Marcella M. Alsan (2017)

Do School Counselors Exhibit Bias in Recommending Students for Advanced Coursework?

Black female students are statistically least recommended and rated as least prepared for AP Calculus by high school counselors, which has implications for their likelihood of success in the long-term.

Dania V. Francis, Angela de Oliveira, Carey Dimmitt (2019)

Can Female Doctors Cure the Gender STEMM Gap? Evidence from Randomly Assigned General Practitioners

Girls who have female doctors in childhood are significantly more likely to pursue STEMM fields in their education. This exposure to female doctors can also improve their intergenerational mobility.

Julie Riise, Barton Willage, Alexander Willén (2019)

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

Initiatives providing mentoring, additional information, and nudges to encourage more female economics majors have a greater effect on female students with above-median grades, increasing their likelihood of majoring in economics.

Hsueh-Hsiang Li (2018)

Women Leaving the Playpen: The Emancipating Role of Female Suffrage

Being socialized at a young age in a society with female political empowerment, specifically women’s suffrage, increases a girl’s likelihood to participate in the labor force, divorce, and attain education as an adult.

Michaela Slotwinski, Alois Stutzer (2022)

Implicit Stereotypes: Evidence From Teachers' Gender Bias

Italian middle school math teachers’ implicit gender stereotypes about math widen classroom gender gaps.

Michela Carlana (2019)

Female Role Models: Protecting Women’s Math Test Performance

The presence of a female role model can buffer women’s math test performance in the face of gendered stereotypes that can cause stress and lead women to underperform men in this field.

David M. Marx, Jasmine S. Roman (2002)

Topic Overview

Academic Achievement

The Mark of a Woman's Record: Gender and Academic Performance in Hiring

Natasha Quadlin (2018)

The Gendered Spillover Effect of Young Children's Health on Human Capital: Evidence from Turkey

In developing nations, reducing morbidity among preschool children may improve educational outcomes for their adolescent sisters by lessening childcare duties and allowing them to attend school.

Marcella M. Alsan (2017)

Can Female Doctors Cure the Gender STEMM Gap? Evidence from Randomly Assigned General Practitioners

Girls who have female doctors in childhood are significantly more likely to pursue STEMM fields in their education. This exposure to female doctors can also improve their intergenerational mobility.

Julie Riise, Barton Willage, Alexander Willén (2019)

Women Leaving the Playpen: The Emancipating Role of Female Suffrage

Michaela Slotwinski, Alois Stutzer (2022)

Female Role Models: Protecting Women’s Math Test Performance

The presence of a female role model can buffer women’s math test performance in the face of gendered stereotypes that can cause stress and lead women to underperform men in this field.

David M. Marx, Jasmine S. Roman (2002)

Girl Empower – A gender transformative mentoring and cash transfer intervention to promote adolescent wellbeing: Impact findings from a cluster-randomized controlled trial in Liberia

Berk Özler, Kelly Hallman, Marie-France Guimond, Elizabeth A. Kelvin, Marian Rogers, Esther Karnley (2020)

The Impact of an Inclusive Education Intervention on Learning Outcomes for Girls with Disabilities within a Resource-poor Setting

A holistic approach to inclusive education — one that spans both school and community settings — may benefit the educational attainment of girls with disabilities in Kenya.

Mark Carew, Marcella Deluca, Nora Groce, Sammy Fwaga, Maria Kett (2020)

Do School Counselors Exhibit Bias in Recommending Students for Advanced Coursework?

Dania V. Francis, Angela de Oliveira, Carey Dimmitt (2019)

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

Hsueh-Hsiang Li (2018)

Implicit Stereotypes: Evidence From Teachers' Gender Bias

Italian middle school math teachers’ implicit gender stereotypes about math widen classroom gender gaps.

Michela Carlana (2019)

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