Impact of Female Peer Composition on Gender Norm Perceptions in Secondary School in Uruguay

Abstract

Gender norms affect girls’ educational achievements. Yet, how norms are formed and what drives their changes are still open questions. This article examines peer effects on students’ gender norm perceptions and skills formation. The study uses a Uruguayan nationally representative survey of ninth grade students and exploits the quasi-random variation in the proportion of female peers across classes within schools for causal identification. Results show that a higher exposure to female peers leads to more progressive gender norms. Furthermore, these effects are driven mostly by male students. Female students are also impacted by peers’ gender composition and significantly reduce the time devoted to domestic work and improve mathematics scores when exposed to more female peers. No effects on language test were found for either gender. These results suggest that short peer interactions in secondary school contexts may have substantial effects on reducing gender stereotypes and change gendered behaviors among students. HIGHLIGHTS In Uruguay, higher exposure to female peers in the class leads to more progressive gender perceptions by male students. Class sex composition also reduces time devoted to domestic work and improves mathematics performance of female students. Even one-year peer interactions in secondary school may have substantial effects on increasing gender-egalitarian attitudes and behaviors.