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Gender stereotypes can explain the gender-equality paradox

Author

Listed:
  • Thomas Breda

    (PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

  • Elyes Jouini

    (Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres, PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, CEREMADE - CEntre de REcherches en MAthématiques de la DEcision - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres - CNRS - Centre National de la Recherche Scientifique)

  • Clotilde Napp

    (DRM - Dauphine Recherches en Management - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres - CNRS - Centre National de la Recherche Scientifique)

  • Georgia Thebault

    (PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

Abstract

The so-called "gender-equality paradox" is the fact that gender segregation across occupations is more pronounced in more egalitarian and more developed countries. Some scholars have explained this paradox by the existence of deeply rooted or intrinsic gender differences in preferences that materialize more easily in countries where economic constraints are more limited. In line with a strand of research in sociology, we show instead that it can be explained by cross-country differences in essentialist gender norms regarding math aptitudes and appropriate occupational choices. To this aim, we propose a measure of the prevalence and extent of internalization of the stereotype that "math is not for girls" at the country level. This is done using individual-level data on the math attitudes of 300,000 15-y-old female and male students in 64 countries. The stereotype associating math to men is stronger in more egalitarian and developed countries. It is also strongly associated with various measures of female underrepresentation in math-intensive fields and can therefore entirely explain the gender-equality paradox. We suggest that economic development and gender equality in rights go hand-in-hand with a reshaping rather than a suppression of gender norms, with the emergence of new and more horizontal forms of social differentiation across genders.

Suggested Citation

  • Thomas Breda & Elyes Jouini & Clotilde Napp & Georgia Thebault, 2020. "Gender stereotypes can explain the gender-equality paradox," PSE-Ecole d'économie de Paris (Postprint) halshs-03029880, HAL.
  • Handle: RePEc:hal:pseptp:halshs-03029880
    DOI: 10.1073/pnas.2008704117
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    Cited by:

    1. Aldén, Lina & Neuman, Emma, 2022. "Culture and the gender gap in choice of major: An analysis using sibling comparisons," Journal of Economic Behavior & Organization, Elsevier, vol. 201(C), pages 346-373.
    2. Thomas Breda & Elyès Jouini & Clotilde Napp, 2023. "Gender differences in the intention to study math increase with math performance," PSE-Ecole d'économie de Paris (Postprint) halshs-04155403, HAL.
    3. Clotilde Napp & Thomas Breda, 2022. "The stereotype that girls lack talent: A worldwide investigation," Post-Print halshs-03672465, HAL.
    4. Alexandra de Gendre & Jan Feld & Nicolás Salamanca & Ulf Zölitz, 2023. "Same-sex teacher effects," ECON - Working Papers 438, Department of Economics - University of Zurich, revised May 2024.
    5. Thomas Breda & Elyès Jouini & Clotilde Napp, 2023. "Gender differences in the intention to study math increase with math performance," Post-Print halshs-04155403, HAL.
    6. Otterbring, Tobias & Bhatnagar, Roopali & Samuelsson, Peter & Borau, Sylvie, 2021. "Positive gender congruency effects on shopper responses: Field evidence from a gender egalitarian culture," Journal of Retailing and Consumer Services, Elsevier, vol. 63(C).
    7. Clotilde Napp & Thomas Breda, 2022. "The stereotype that girls lack talent: A worldwide investigation," PSE-Ecole d'économie de Paris (Postprint) halshs-03672465, HAL.
    8. Delaney, Judith M. & Devereux, Paul J., 2021. "Gender and Educational Achievement: Stylized Facts and Causal Evidence," IZA Discussion Papers 14074, Institute of Labor Economics (IZA).
    9. Nohe, Christoph & Hüffmeier, Joachim & Bürkner, Paul & Mazei, Jens & Sondern, Dominik & Runte, Antonia & Sieber, Franziska & Hertel, Guido, 2022. "Unethical choice in negotiations: A meta-analysis on gender differences and their moderators," Organizational Behavior and Human Decision Processes, Elsevier, vol. 173(C).
    10. Thomas Breda & Elyès Jouini & Clotilde Napp, 2023. "Gender differences in the intention to study math increase with math performance," Nature Communications, Nature, vol. 14(1), pages 1-12, December.
    11. Clotilde Napp, 2023. "Gender stereotypes embedded in natural language are stronger in more economically developed and individualistic countries," Post-Print hal-04316389, HAL.
    12. Lucia Corno & Michela Carlana, 2022. "Shaping gender-stereotypical beliefs: the role of parents and peers," IFS Working Papers W22/52, Institute for Fiscal Studies.

    More about this item

    Keywords

    Gender gap in STEM; Gender stereotypes; Socioeconomic development;
    All these keywords.

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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