Nudging gender desegregation: a field experiment on the causal effect of information barriers on gender inequalities in higher education

In this article, we propose and test a novel explanation for gender segregation in Higher Education that focuses on the misperceptions of economic returns to fields of study. We frame this explanation within the literature emphasizing the role of gender-stereotypical preferences and occupational plans, and we argue that counselling activities in school can play a crucial role in either reinforcing or countering the weight of these expressive mechanisms relative to more instrumental considerations involving occupational prospects of different fields. In particular, we suggest that the availability of reliable, ready-to-use information on these prospects enhances the probability that students, particularly females, opt for more rewarding fields. To test this argument, we present the results of a field experiment conducted in Italy that confronted high school seniors with detailed information concerning returns to tertiary education and field of study differentials, and we assess how girls and boys reacted to this counselling intervention

Gender, information barriers and fields of study choice: a field experiment

In this article we propose and test a novel explanation for the segregation of wom-en in less rewarding fields of study in tertiary education that focuses on the lack of knowledge of the profitability of different fields, a mechanism that has arguably received limited attention in previous research. We frame this explanation in the context of research that emphasizes the role of gender-stereotypical curricular preferences and occupational plans for gender differences across fields, and we argue that school counseling can play a crucial role in either reinforcing or counter-ing these mechanisms by providing students with transparent information about returns to educational investments. To test this hypothesis we carried out a field experiment which confronted a random sample of over 9000 Italian high school seniors with detailed information concerning the profitability of fields of study and the vocational alternatives to college. Contrary to the claim that girls are less ca-reer-oriented than boys, we found that the former were much more reactive to this information initiative. Indeed, this intervention substantially improved the occupa-tional prospects of the girls by reducing their overrepresentation in weak fields and by enhancing their participation in vocational HE as an alternative to leaving the educational system after high school graduation. These findings support the hy-pothesis that information barriers fuel gender inequality in educational choices and suggest that light-touch, cost-effective counseling interventions that provide all students with the same information can have significant gender-equalizing effects

“Like with like” or “do like?” Modeling peer effects in the classroom

Objective: The authors discuss the role of peer networks in shaping the decision to enroll at university. Using panel data from Italy, they apply innovative statistical methods to study a sample of students as they complete high school and decide whether or not to attend university. Methods: The authors use simultaneous autoregressive (SAR) models to analyze a four-wave panel database of Italian students. They explore the role of endogenous, exogenous, and correlated peer effects in relation to the decision about whether or not to enroll at university. Results: The findings suggest that endogenous peer effects exert a significant influence on the probability of enrolling after controlling for homophilous preferences and a range of variables. Exogenous peer effects do not appear to influence this outcome. Sensitivity tests suggest that the results of the estimation are robust to selection. Conclusions: This article contributes to an emerging body of literature on the use of SAR models to study peer effects, illustrating its considerable potential in the study of educational outcomes

LA FORMAZIONE DEGLI INSEGNANTI IN ITALIA. LA VALUTAZIONE DI DUE POLITICHE DI FORMAZIONE PROFESSIONALE PER INSEGNANTI DI SCUOLA MEDIA

This dissertation aims at providing empirical evidence on the effectiveness of two training programs for math teachers in southern Italy ([email protected]+ and PQM). The programs are structured as content focused, one year lenght blended training sessions. Exploiting similarities and differences in the training (mainly, on organization of tutoring sessions and the presence on incentives), the analysis show positive effects of the training on both students outcomes and teacher short and medium term behaviours. Implications for policy are discussed

A population genomics insight by 2b‐RAD reveals populations' uniqueness along the Italian coastline in Leptopsammia pruvoti (Scleractinia, Dendrophylliidae)

Aim Marine bioconstructions such as coralligenous formations are hotspot of biodiversity and play a relevant ecological role in the preservation of biodiversity by providing carbon regulation, protection and nursery areas for several marine species. For this reason, the European Union Habitat Directive included them among priority habitats to be preserved. Although their ecological role is well established, connectivity patterns are still poorly investigated, representing a limit in conservation planning. The present study pioneers a novel approach for the analysis of connectivity in marine bioconstructor species, which often lack suitable genetic markers, by taking advantage of next‐generation sequencing techniques. We assess the geographical patterns of genomic variation of the sunset cup coral Leptopsammia pruvoti Lacaze‐Duthiers, 1897, an ahermatypic, non‐zooxanthellate and solitary scleractinian coral species common in coralligenous habitats and distributed across the Mediterranean Sea. Location The Italian coastline (Western and Central Mediterranean). Methods We applied the restriction site‐associated 2b‐RAD approach to genotype over 1,000 high‐quality and filtered single nucleotide polymorphisms in 10 population samples. Results The results revealed the existence of a strongly supported genetic structure, with highly significant pairwise FST values between all the population samples, including those collected about 5 km apart from each other. Moreover, genomic data indicate that the strongest barriers to gene flow are between the western (Ligurian–Tyrrhenian Sea) and the eastern side (Adriatic Sea) of the Italian peninsula. Main conclusions The strong differentiation found in L. pruvoti is similar to that found in other species of marine bioconstructors investigated in this area, but it strongly contrasts with the small differences found in many fish and invertebrates at the same geographical scale. All in one, our results highlight the importance of assessing connectivity in species belonging to coralligenous habitats as, due to their limited dispersal ability, they might require specific spatial conservation measures

L’efficacia degli insegnanti : spunti di ricerca per la sociologia

1Sociological accounts on educational inequalities have traditionally disregarded the role of the quality of teaching and its effectiveness. Yet, the growing consensus about the pivotal role of teachers on the development of student achievement and the related inequalities urges Sociologists to cope with this concept and eventually to incorporate it in their theorizing process. To this end, this article illustrates two multidisciplinary strands of literature related to teacher effectiveness. The first deals with the well-known phenomenon of teacher-students matching. Mechanisms facilitating the pairing of highly effective teachers with better-off students will be discussed, and their role in the reinforcement social stratification will be highlighted. The second considers the literature on the effectiveness of professional development programs for teachers. Results coming from these studies show how such programs have the potential to substantially reduce educational inequalities. Throughout the document, evidence from other disciplines is evaluated from a sociological perspective and attention is drawn to the multiple links between them and the sociological subdisciplines.restrictedrestrictedGiovanni AbbiatiAbbiati, Giovanni Mari

Is university education worth the investment? The expectations of upper secondary school seniors and the role of family background

This study assesses students’ expectations about the profitability of the investment in university education. We consider Italy as a test case and provide fresh high-quality data on students’ expectations concerning the costs, economic returns and chances of success of this investment. These are compared with data on the corresponding actual values. We find that the estimates provided by upper secondary school seniors are highly inaccurate, highly uncertain and systematically biased. Students overestimate the returns to university degrees, while they are over-pessimistic regarding university costs and drop-out risks. These results confirm previous studies on perceived university costs, but they challenge the dominant view that students can realistically forecast graduate earnings. We trace this discrepancy to two methodological shortcomings of several previous studies on expected graduate earnings. Moreover, we find that information barriers are not equally distributed among social groups. High-status students overestimate the economic returns to university more, and they are more optimistic regarding their chances of success in Higher Education, even after allowing for their higher objective returns and chances of success. Our interpretation of the importance of information barriers focuses on the interaction between cognitive biases and institutional constraints