Gender Social Norms and Gender Gap in Math: Evidence and Mechanisms

Abstract

ABSTRACT In this paper, we explore the roles of gender social norms in explaining the gender gap in maths test scores across the entire distribution. Applying generalized quantile regression models, we show that gender-equal cultural norms eliminate the gender gap in maths scores at the top of the distribution. Moreover, this effect is concentrated among students in the higher grade level. An investigation of the underlying mechanisms shows that girls from more gender-equal regions are less likely to hold maths-specific stereotypes and are likely to receive more attention from maths teachers. Additionally, girls from more gender-equal regions tend to perceive that parents have higher educational aspirations for them and are more confident about their future. Our paper provides compelling evidence that policy initiatives aiming at fostering egalitarian gender norms could serve as powerful tools to alleviate the gender gap in maths at the top of the distribution.