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What is good for the goose is good for the gander?

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  • Boggio, Cecilia
  • Coda Moscarola, Flavia
  • Gallice, Andrea

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.

Suggested Citation

  • Boggio, Cecilia & Coda Moscarola, Flavia & Gallice, Andrea, 2020. "What is good for the goose is good for the gander?," Economics of Education Review, Elsevier, vol. 75(C).
    • Handle: RePEc:eee:ecoedu:v:75:y:2020:i:c:s0272775719300378
    DOI: 10.1016/j.econedurev.2019.101952
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    Cited by:

    1. Matteo Migheli & Flavia Coda Moscarola, 2017. "Gender Differences in Financial Education: Evidence from Primary School," De Economist, Springer, vol. 165(3), pages 321-347, September.
    2. Raquel Fonseca & Marie Mélanie Fontaine & Catherine Haeck, 2021. "Le lien entre les compétences en numératie et les rendements sur le marché du travail au Québec," CIRANO Project Reports 2021rp-11, CIRANO.
    3. M. G. Ceravolo & V. Farina & L. Fattobene & L. Leonelli & G. Raggetti, 2021. "Gender-Related Variability in Information Processing of Disclosure Documents," Journal of Consumer Policy, Springer, vol. 44(2), pages 217-233, June.

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    More about this item

    Keywords

    Financial inclusion; Gender gap; Limited attention; Framing;
    All these keywords.

    JEL classification:

    • D03 - Microeconomics - - General - - - Behavioral Microeconomics: Underlying Principles
    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • I2 - Health, Education, and Welfare - - Education
    • D9 - Microeconomics - - Micro-Based Behavioral Economics

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