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Title: Does School Learning Shape Gender Ideology? Academic Performance and Adolescents' Attitudes toward Gender Practices
Resulting in 1 citation.
1. Yu, Wei-hsin
Duan, Haoshu
Does School Learning Shape Gender Ideology? Academic Performance and Adolescents' Attitudes toward Gender Practices
Social Science Research published online (9 January 2021): 102524.
Also: https://www.sciencedirect.com/science/article/pii/S0049089X21000016
Cohort(s): Children of the NLSY79, NLSY79 Young Adult
Publisher: Elsevier
Keyword(s): Academic Development; Gender Attitudes/Roles; Gender Differences; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading)

Despite research linking education to values, our understanding of the effects of academic learning on gender attitudes is still limited. Using sibling data collected over time, we investigate how learning in school, measured by achievement test scores, affects adolescents' views on gender issues both with and without direct implications for women's economic mobility. With fixed-effects models accounting for unobserved heterogeneity between high and low achievers, we show that the relationship between academic achievement and gender ideology is not spurious, but learning does not enlighten adolescents on all gender-related beliefs, either. Rather, school learning socializes both boys and girls into more liberal views on issues clearly related to women's economic opportunities. For views concerning dating practices or boy-girl interactions, which are irrelevant to the meritocracy-based mainstream values, academic performance has less consistent effects, with higher achievement scores sometimes associated with more conservative views among boys.
Bibliography Citation
Yu, Wei-hsin and Haoshu Duan. "Does School Learning Shape Gender Ideology? Academic Performance and Adolescents' Attitudes toward Gender Practices." Social Science Research published online (9 January 2021): 102524.