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Stay-at-Home Peer Mothers and Gender Norms: Short-run Effects on Educational Outcomes

Bobby Chung,
Liwen Chen,
Guangwha Wang

Increased exposure to gender-role information affects a girl's educational performance. Utilizing the classroom randomization in Chinese middle schools, we find that the increased presence of stay-at-home peer mothers significantly reduces a girl's performance in mathematics. This exposure also cultivates gendered attitudes towards mathematics and STEM professions. The influence of peer mothers increases with network density and when the girl has a distant relationship with her parents. As falsification tests against unobserved confounding factors, we find that the exposure to stay-at-home peer mothers does not affect boys' performance, nor do we find that stay-at-home peer fathers affect girls' outcomes.

Keywords
Cultural transmission, Gender identity, Gender norms, Role models
Education level
Early childhood
Topics
Families and Communities
Tags
Mathematics education,
Middle schools,
Equity
Download 11/2022
Document Object Identifier (DOI)
10.26300/ctxd-k539
EdWorkingPaper suggested citation:
Chung, Bobby, Liwen Chen, and Guangwha Wang. (). Stay-at-Home Peer Mothers and Gender Norms: Short-run Effects on Educational Outcomes. (EdWorkingPaper: -672). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/ctxd-k539

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