Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/237498 
Year of Publication: 
2021
Series/Report no.: 
IDB Working Paper Series No. IDB-WP-1220
Publisher: 
Inter-American Development Bank (IDB), Washington, DC
Abstract: 
This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
Subjects: 
Peer effects
Gender
High achievers
Secondary education
Mexico
JEL: 
C93
I21
I24
J16
J24
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by-nc-nd Logo
Document Type: 
Working Paper

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