American Economic Journal:
Applied Economics
ISSN 1945-7782 (Print) | ISSN 1945-7790 (Online)
Preferences, Access, and the STEM Gender Gap in Centralized High School Assignment
American Economic Journal: Applied Economics
vol. 16,
no. 4, October 2024
(pp. 257–87)
Abstract
The gender gap in STEM widens during high school due both to differences in student choices and institutional barriers to accessing STEM education. Using rich data from Mexico City's centralized assignment system and a structural model of high school choice, we document strong demand for elite STEM programs and relatively weak demand for non-elite STEM programs. Decomposition and counterfactual simulations demonstrate that most of the gap is due to gendered choices, with males more strongly preferring STEM. Test-based assignment restricts elite STEM access for females, who have lower placement test scores despite similar low-stakes exam scores.Citation
Ngo, Diana, and Andrew Dustan. 2024. "Preferences, Access, and the STEM Gender Gap in Centralized High School Assignment." American Economic Journal: Applied Economics, 16 (4): 257–87. DOI: 10.1257/app.20220450Additional Materials
JEL Classification
- I21 Analysis of Education
- I24 Education and Inequality
- I26 Returns to Education
- J16 Economics of Gender; Non-labor Discrimination
- J24 Human Capital; Skills; Occupational Choice; Labor Productivity
- O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration
There are no comments for this article.
Login to Comment