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Gendered beliefs about mathematics ability transmit across generations through children’s peers

Author

Listed:
  • Alex Eble

    (Columbia University)

  • Feng Hu

    (University of Science and Technology Beijing)

Abstract

In many societies, beliefs about differential intellectual ability by gender persist across generations. These societal beliefs can contribute to individual belief formation and thus lead to persistent gender inequality across multiple dimensions. We show evidence of intergenerational transmission of gender norms through peers and how this affects gender gaps in learning. We use nationally representative data from China and the random assignment of children to middle-school classrooms to estimate the effect of being assigned a peer group with a high proportion of parents who believe that boys are innately better than girls at learning mathematics. We find this increases a child’s likelihood of holding the belief, with greater effects from peers of the same gender. It also affects the child’s demonstrated mathematics ability, generating gains for boys and losses for girls. Our findings highlight how the informational environment in which children grow up can shape their beliefs and academic ability.

Suggested Citation

  • Alex Eble & Feng Hu, 2022. "Gendered beliefs about mathematics ability transmit across generations through children’s peers," Nature Human Behaviour, Nature, vol. 6(6), pages 868-879, June.
    • Handle: RePEc:nat:nathum:v:6:y:2022:i:6:d:10.1038_s41562-022-01331-9
    DOI: 10.1038/s41562-022-01331-9
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    Cited by:

    1. Anjali Adukia & Alex Eble & Emileigh Harrison & Hakizumwami Birali Runesha & Teodora Szasz, 2023. "What We Teach About Race and Gender: Representation in Images and Text of Children’s Books," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 138(4), pages 2225-2285.
    2. Bobby W. Chung & Jian Zou, 2023. "Understanding spillover of peer parental education: Randomization evidence and mechanisms," Economic Inquiry, Western Economic Association International, vol. 61(3), pages 496-522, July.
    3. Liwen Chen & Bobby W. Chung & Guanghua Wang, 2023. "Stay-at-Home Peer Mothers and Gender Norms: Short-run Effects on Educational Outcomes," Working Papers 2023-03, University of South Florida, Department of Economics.
    4. Liwen Chen & Bobby Chung & Guanghua Wang, 2022. "Stay-at-Home Peer Mothers and Gender Norms: Short-run Effects on Educational Outcomes," Working Papers 2022-039, Human Capital and Economic Opportunity Working Group.
    5. Lucia Corno & Michela Carlana, 2022. "Shaping gender-stereotypical beliefs: the role of parents and peers," IFS Working Papers W22/52, Institute for Fiscal Studies.

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