Gender gaps in socioemotional skills : evidence from the classroom
Yagman, Ece (Universitat Autònoma de Barcelona)

Fecha:	2025
Descripción:	90 pàg.
Resumen:	Using repeated classroom assessments of socioemotional skills from over 1,100 adolescents across 40 secondary schools in Catalonia, we document significant gender differences in self- and peer evaluations. Conditional on teacher and peer ratings, female students systematically underrate themselves in socioemotional domains culturally stereotyped as masculine- specifically Emotional Management and Thinking Abilities. Conversely, peer evaluations reveal a robust and novel female-female premium: female students consistently assign significantly higher ratings (0. 19-0. 36 SD) to their female classmates across all socioemotional domains, independent of teacher and external observer evaluations. These patterns are robust to alternative assessments, remaining statistically significant in analyses substituting teacher evaluations with external observer ratings and in a controlled lab-in-the-field replication. Whereas prior literature extensively documents gender gaps in peer and self-assessments of cognitive skills, our study provides novel evidence of similar asymmetries in adolescents' assessments of socioemotional competencies. These findings expand the scope of gendered evaluation dynamics in formative educational environments and highlight early adolescence as a crucial period for targeted interventions addressing gender gaps in self-beliefs and peer perceptions.
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Lengua:	Anglès
Colección:	Working papers GEAR ; 2025-01
Documento:	Working paper

90 p, 5.4 MB

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