Same-gender peer role models in education
There is evidence that external role models are important for students. We examine whether same-group peers can act as role models for their classmates.
This talk will focus on a paper in which we exploit a setting in which students are quasi-randomly assigned to different top-performing students who are recognized as peer role models by their teachers.
These top-performing students receive daily public recognition in their classes for several months but do not participate in any teaching activities.
We study the impact of being assigned to a same-gender (compared with an opposite-gender) top performer on students' short and long-term scholastic outcomes and specialisation choices.
Females randomly assigned to a same-gender top performer improve their end-of-year performance in mathematics by 2\% of an s.d., are more likely to choose a STEM track a year later, and apply and enrol in a STEM university degree three years later. Effects are more pronounced for females in low-income neighbourhoods.
Top performers' gender seems to be irrelevant for males.
We find that female students are more likely to conform with same-gender top performers when these top performers actually choose STEM tracks and studies. Our findings suggest that same-gender peer role models can reduce the under-representation of qualified females in STEM fields by about 6-9%.
We conduct an online survey RCT to uncover the mechanisms behind peer role models. We find that females feel more confident and empowered when assigned to same-gender peer role models. No effects are found for males.
Speaker Profile
A/Prof Rigissa Megalokonomou, Monash University
Rigissa Megalokononomou is an Associate Professor in Economics at Monash University and a Research Affiliate at CESifo and IZA.
She was previously a Senior Lecturer in Economics at the University of Queensland. Rigissa obtained her PhD in Economics from the University of Warwick in the UK. Her research is in applied micro-economics, focusing on policy-relevant questions in education, migration and labor economics.
She is currently working on gender grading biases and discrimination in education, teachers' value added, human capital depreciation, peer effects, role models, among others. She uses large administrative data and runs survey experiments to understand individuals' perceptions and behaviours. Her research has been published at the American Economic Review, Economic Journal, Journal of Human Resources, European Economic Review, JEBO, etc.
Weekly seminar series
As part of our centre's vibrant research culture, we host a weekly seminar series. Visiting and invited researchers present current research relating to the economics of health and wellbeing, and the healthcare sector. Visitors are welcome to join these sessions where discussion and debate is encouraged.
For further information on our seminar series, please contact shannon.stanwell@monash.edu
Event Details
- Date:
- 13 September 2023 at 12:00 pm – 1:00 pm
- Venue:
- In-person at Caulfield campus, Building H, Level 9, Room H9.21
- Categories:
- CHE Seminar; Health Economics
Description
There is evidence that external role models are important for students. We examine whether same-group peers can act as role models for their classmates.
This talk will focus on a paper in which we exploit a setting in which students are quasi-randomly assigned to different top-performing students who are recognized as peer role models by their teachers.
These top-performing students receive daily public recognition in their classes for several months but do not participate in any teaching activities.
We study the impact of being assigned to a same-gender (compared with an opposite-gender) top performer on students' short and long-term scholastic outcomes and specialisation choices.
Females randomly assigned to a same-gender top performer improve their end-of-year performance in mathematics by 2\% of an s.d., are more likely to choose a STEM track a year later, and apply and enrol in a STEM university degree three years later. Effects are more pronounced for females in low-income neighbourhoods.
Top performers' gender seems to be irrelevant for males.
We find that female students are more likely to conform with same-gender top performers when these top performers actually choose STEM tracks and studies. Our findings suggest that same-gender peer role models can reduce the under-representation of qualified females in STEM fields by about 6-9%.
We conduct an online survey RCT to uncover the mechanisms behind peer role models. We find that females feel more confident and empowered when assigned to same-gender peer role models. No effects are found for males.
Speaker Profile
A/Prof Rigissa Megalokonomou, Monash University
Rigissa Megalokononomou is an Associate Professor in Economics at Monash University and a Research Affiliate at CESifo and IZA.
She was previously a Senior Lecturer in Economics at the University of Queensland. Rigissa obtained her PhD in Economics from the University of Warwick in the UK. Her research is in applied micro-economics, focusing on policy-relevant questions in education, migration and labor economics.
She is currently working on gender grading biases and discrimination in education, teachers' value added, human capital depreciation, peer effects, role models, among others. She uses large administrative data and runs survey experiments to understand individuals' perceptions and behaviours. Her research has been published at the American Economic Review, Economic Journal, Journal of Human Resources, European Economic Review, JEBO, etc.
Weekly seminar series
As part of our centre's vibrant research culture, we host a weekly seminar series. Visiting and invited researchers present current research relating to the economics of health and wellbeing, and the healthcare sector. Visitors are welcome to join these sessions where discussion and debate is encouraged.
For further information on our seminar series, please contact shannon.stanwell@monash.edu