What Explains the Gender Gap Reversal in Education? The Role of the Tail Hypothesis. Policy Research Working Paper 8303

Autor/inn/en	Bossavie, Laurent; Kanninen, Ohto
Institution	World Bank
Titel	What Explains the Gender Gap Reversal in Education? The Role of the Tail Hypothesis. Policy Research Working Paper 8303
Quelle	(2018), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Gender Differences; Educational Attainment; Academic Aptitude; Academic Achievement; Hypothesis Testing; College Entrance Examinations; Secondary Education; Postsecondary Education; Higher Education; Elementary Education; Foreign Countries; Socioeconomic Status; Outcomes of Education; International Assessment; Enrollment; Africa; South America; Asia; SAT (College Admission Test); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Schulleistung; Hypothesenprüfung; Hypothesentest; Aufnahmeprüfung; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Elementarunterricht; Ausland; Socio-economic status; Sozioökonomischer Status; Lernleistung; Schulerfolg; Einschulung; Afrika; Südamerika; Asien
Abstract	The gender gap reversal in educational attainment is ubiquitous in high-income countries, as well as in a growing share of low- and middle-income countries. To account for the reversal, this paper proposes a theoretical framework in which the interplay between the distributions of academic aptitudes and changes in the net benefits of schooling over time affect the gender composition of those getting more schooling. The framework is used to formulate and test alternative hypotheses to explain the reversal. The paper introduces the tail dynamics hypothesis, which builds on the lower dispersion of academic achievement among females observed empirically. It also studies the mean dynamics hypothesis, which is based on previous literature. Both hypotheses can explain the reversal in this framework. However, the assumption behind the tail hypothesis is better supported by the data. Its predictions are also consistent with gender differences in Scholastic Achievement Test score dynamics and in international test score distributions that cannot be explained by previous theories. (As Provided).
Anmerkungen	World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01