Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/71607
Authors: 
Booth, Alison L.
Cardona-Sosa, Lina
Nolen, Patrick
Year of Publication: 
2013
Series/Report no.: 
Discussion Paper Series, Forschungsinstitut zur Zukunft der Arbeit 7207
Abstract: 
We examine the effect of single-sex classes on the pass rates, grades, and course choices of students in a coeducational university. We randomly assign students to all-female, all-male, and coed classes and, therefore, get around the selection issues present in other studies on single-sex education. We find that one hour a week of single-sex education benefits females: females are 7% more likely to pass their first year courses and score 10% higher in their required second year classes than their peers attending coeducational classes. We find no effect of single-sex education on the probability that a female will take technical classes and there is no effect of single-sex education for males. Furthermore we are able to examine potential mechanisms driving the single-sex effect for females. We find that the results are consistent with a reduction in stereotype threat for females and are not due to a potential tracking effect.
Subjects: 
single-sex
education
gender
experiment
JEL: 
C91
C92
J16
J33
Document Type: 
Working Paper

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