Girl Power? An analysis of peer effects using exogenous changes in the gender make-up of the peer group.

Research output: Contribution to journalArticle (Academic Journal)peer-review

Abstract

The effect of a child’s peers has long been regarded as an important factor in affecting their educational outcomes. I use exogenous changes in the proportion of girls within English school cohorts to estimate the causal effect of a more female peer group. I find significant negative effects of a more female peer group on boys’ outcomes in English, particularly at age 7. Much, but not all, of this deficit is caught up by age 11, but there is still a significant negative effect present. In maths and science, all pupils benefit from a more female peer group in primary schools.
Original languageEnglish
Pages (from-to)5-18
JournalRegional and Sectoral Economic Studies
Volume14
Issue number3
Publication statusPublished - 2014

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