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8

Tina Rampino

Institute for Social and Economic Research

University of Essex

Mark Taylor

Institute for Social and Economic Research

University of Essex

No. 2013-15

August 2013

Working Paper Series

Working Paper Series

Working Paper Series

Working Paper Series

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Paper Series

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Gender differences in educational

aspirations and attitudes Non educational

±15

aspirations differ according to parental education and parental educational attitudes, to their age whereas girls are more sensitive to the economic climate. Our evidence suggest that

Gender differences in educational aspirations and

Keywords: Educational attitudes, aspirations, gender, panel data, BHPS

JEL Classification: C23; I24; J13; J16

Abstract: We use data from the youth component of the British Household Panel Survey to var B

Acknowledgements:

labour market behRES 1

1. Introduction

L 1 2 aspirations and attitudes to 1 2 2 are successful (see Cummings et al. 2012; Gorard reasons. People attain higher levels of achievement at a particular activity if they value it 3 which individuals operate as the dete 4

2. Theoretical background

There are various theories that

lives 5 school tea attitudes and education, parental migration 6 in the benefits they enjoy 3 2. Data

15 in sample households have completed a self

4

3 Human capital does not exclusively refer to formal education or training but to a wider set of intangible assets

4 7 confidential as other household members would not be able to interpret the answers from the is essentially a rotating panel, as a core group remains within the panel for a maximum of five 5 you to do well at sch important do you think it is for you to get your GCSE exams? (Standard Grades in Scotland). s aspirations for participating in further or higher education through their 6 and 5 6 8 interview process. Secondly, they collect rich contextual information from the child, the Even though information on previous educational attainment might have gen 7

Descriptive

7 9

We initially provide some descriptive evidence

8 8 10 aspirations among young individuals they evolve as children grow older and progress through secondary school an 11 compared with

3. Estimation strategy

12

Model estimation

between boys and girls, and our strategy to identify this is to exploit the panel nature of the BYP We assume that at a point in time t a young person, i tP tX, tF, tU, iv itUJED * iv H n,...,

T,...,

0*itP it iv itw iv itw i t iv 13 will pick up some of the effec iv iv itX itF rtU iv iv ia 4 i itX itw i t 1a iX iF iU i 1 ait KJED n,..., iT,..., which is equivalent to the random effects probit with additional .9 The disadvantage of this framework is that the individual specific unobserved effect may still it,it and Urt.10 T 9 10 14 effects

Model specification

(Becker and Tomes 1986). Families with with an appropriate learning environment (Carneiro and Heckman 2002; Mayer 1997). pirations and expectations (Chowdry et al. 2011; Ermisch et al. t) and parental socioeconomic status and wealth t). It is also important to control for the educational attain abilities (Anger and Heineck 2010; Black et al. 2009; Bjorklund et al. 2009). We include a 15 A number of other household characteristics are included in the models, such as the number aspirations and attitudes partly reflect their perceptions of the costs and benefits of education 11 16 All models also include year and region fixed effects. We present summary statistics for these

4. Results

12 12 17

The estimated coefficients on the other con

about the associated benefits and costs of schooling which develop with age. Less 13 educational attitudes. 13 18 again the dependent 19 less likely to report wanting to leave education at 16 than those with less edu Living in a household in which at least one of the parents attained a degree or higher level of ns for university by 15 percentage points. These 20 and Ain

Women and girls

Investigating heterogeneous gender effects

So far we have found strong evidence of gender differences in educational at 21
attitudes and the lowest educational asp 14

Interactions with parental education

educational attitudes and aspirations differ depending on the educational level of their 14 22
However parental education has no statistically significant impact on the probab 2 lowest aspirations for post 24
estimates level/Standard Grades exams? Is it very important, important, not very important, not at all his/her A level/Highers exams? Is it very important, important, not very important, not at all college when they finish as permanent, time invariant measures of parental attitudes to education, and so allocate the 15 16 17 15 16 17 25
26
attitudes towards GCSEs are more important for boys than girls. Girls are equally likely to 27
interact than parents with less positive on average both girls and boys benefit from 28
suggests that educational attitudes and aspirations are important drivers of educational parents may help to both boost educational attainment in general

Interactions with age

vary according to their age. We might expect, for example, that boys and girls develop their 29

In fact if boys

s 18 18 30
than 15 year old boys.

In the final column of table

31
aspirations persist across ages

For these reasons

Interactions with indirect costs of education

We ability level. 19 19 iving 32
earnings 33

10 percent level

5. Conclusions

34

In this paper we have investigated the

attitudes ttitudes and parents. 35
increasing educational aspirations are believed to p 36
Creating and promoting a culture where boys appreciate and understand the value of 37

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