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Why Are Most University Students Women? Evidence Based on Academic Performance, Study Habits and Parental Influences

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  • Zeman, Klarka
  • Frenette, Marc

Abstract

In this study, we use new Canadian data containing detailed information on standardized test scores, school marks, parental and peer influences, and other socio-economic background characteristics of boys and girls to try to account for the large gender gap in university attendance. Among 19-year-old youth in 2003, 38.8% of girls had attended university, compared with only 25.7% of boys. However, young men and women were about equally likely to attend college. We find that differences in observable characteristics between boys and girls account for more than three quarters (76.8%) of the gap in university participation. In order of importance, the main factors are differences in school marks at age 15, standardized test scores in reading at age 15, study habits, parental expectations and the university earnings premium relative to high school. Altogether, the four measures of academic abilities used in the study "overall marks, performance on standardized reading tests, study habits and repeating grade" collectively account for 58.9% of the gender gap in university participation. These results suggest that understanding why girls outperform boys in the classroom may be a key to understanding the gender divide in university participation.

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  • Zeman, Klarka & Frenette, Marc, 2007. "Why Are Most University Students Women? Evidence Based on Academic Performance, Study Habits and Parental Influences," Analytical Studies Branch Research Paper Series 2007303e, Statistics Canada, Analytical Studies Branch.
    • Handle: RePEc:stc:stcp3e:2007303e
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    Cited by:

    1. Kelly Foley, 2019. "The gender gap in university enrolment: Do parents play a role beyond investing in skills?," Canadian Journal of Economics/Revue canadienne d'économique, John Wiley & Sons, vol. 52(2), pages 441-489, May.
    2. Louis N. Christofides & Michael Hoy & Joniada Milla & Thanasis Stengos, 2012. "The Implication of Peer and Parental Influences on University Attendance: A Gender Comparison," Working Papers 1201, University of Guelph, Department of Economics and Finance.
    3. Рожкова К. В. & Рощин С. Ю., 2021. "Влияние Некогнитивных Характеристик На Выбор Траекторий В Высшем Образовании: Взгляд Экономистов," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 138-167.
    4. Brahim Boudarbat, 2011. "Labour market integration of immigrants in Quebec: a comparison with Ontario and British Columbia," CIRANO Project Reports 2011rp-09, CIRANO.
    5. Foley, Kelly, 2017. "The gender gap in university participation: What role do skills and parents play?," CLEF Working Paper Series 8, Canadian Labour Economics Forum (CLEF), University of Waterloo.
    6. Christopher Cornwell & David B. Mustard & Jessica Van Parys, 2013. "Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School," Journal of Human Resources, University of Wisconsin Press, vol. 48(1), pages 236-264.
    7. Christofides, Louis N. & Hoy, Michael & Milla, Joniada & Stengos, Thanasis, 2012. "Grades, Aspirations and Post-Secondary Education Outcomes," IZA Discussion Papers 6867, Institute of Labor Economics (IZA).
    8. Nicole M. Fortin & Philip Oreopoulos & Shelley Phipps, 2015. "Leaving Boys Behind: Gender Disparities in High Academic Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 50(3), pages 549-579.
    9. Philip Oreopoulos & Daniel Lang & Joshua Angrist, 2009. "Incentives and Services for College Achievement: Evidence from a Randomized Trial," American Economic Journal: Applied Economics, American Economic Association, vol. 1(1), pages 136-163, January.
    10. Ksenia Rozhkova & Sergey Roshchin, 2021. "The Impact of Non-Cognitive Characteristics on the Higher Education Choice-Making: An Economist Perspective," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 138-167.

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    Keywords

    Education; training and learning; Educational attainment; Literacy; Society and community; Women and gender;
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