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dc.contributor.authorSchøne, Pål
dc.contributor.authorStrøm, Marte
dc.contributor.authorvon Simson, Kristine
dc.date.accessioned2019-10-15T08:52:14Z
dc.date.available2019-10-15T08:52:14Z
dc.date.created2019-04-23T17:00:00Z
dc.date.issued2019
dc.identifier.issn0377-7332
dc.identifier.urihttp://hdl.handle.net/11250/2622162
dc.description.abstractWe use idiosyncratic variation in gender composition across cohorts within Norwegian lower secondary schools to analyze the impact of female peers on students’ educational choices. We find that having more female peers in lower secondary school increases the probability of choosing STEM over language subjects in upper secondary school for both girls and boys. It also increases the probability of choosing a vocational track instead of an academic track. Registry data and survey evidence suggest that potential mechanisms are related to relative performance in STEM subjects, as well as less gender discrimination for girls and increased willingness to compete for boys.
dc.language.isoeng
dc.titlePeer gender and educational Choices
dc.typePeer reviewed
dc.typeJournal article
dc.description.versionpublishedVersion
dc.source.journalEmpirical Economics
dc.identifier.doi10.1007/s00181-019-01697-2
dc.identifier.cristin1693546
dc.relation.projectNorges forskningsråd: 212340
dc.relation.projectNorges forskningsråd: 247996
cristin.unitcode7437,0,0,0
cristin.unitnameInstitutt for samfunnsforskning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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