The Effect of Information on Gender Differences in Competitiveness: Experimental Evidence

An important line of recent literature has found gender differences in attitudes toward competition, with men being more likely to choose competitive incentive schemes, even when factors such as ability and risk aversion are controlled for. This paper examines the effect of information on the gender gap in tournament entry. We present experimental evidence that the competitiveness difference between men and women declines significantly when individuals are given performance feedback before making their incentive scheme choice. The result suggests that policies that reduce uncertainty can reduce the gender gap in tournament entry.Experiments, gender, competition, information, incentive schemes.

The effect of information on gender differences in competitiveness: experimental evidence

An important line of recent literature has found gender differences in attitudes toward competition, with men being more likely to choose competitive incentive schemes, even when factors such as ability and risk aversion are controlled for. This paper examines the effect of information on the gender gap in tournament entry. We present experimental evidence that the competitiveness difference between men and women declines significantly when individuals are given performance feedback before making their incentive scheme choice. The result suggests that policies that reduce uncertainty can reduce the gender gap in tournament entry

Deciding to Decide: Gender, Leadership and Risk-Taking in Groups

Being the leader in a group often involves making risky decisions that affect the payoffs of all members, and the decision to take this responsibility in a group is endogenous in many contexts. In this paper, we experimentally study: (1) the willingness of men and women to make risky decisions on behalf of a group, (2) the amount of risk men and women take for the group, in comparison to their individual decisions. We observe a striking difference between males and females, with a much lower fraction of women being willing to make the group decision than men. The amount of risk taken for the group is generally lower than in the case where subjects decide for themselves only, indicating a cautious shift. The women that would like to make the group decision and the women that do not are no different in terms of how much risk they take for themselves, nor for their group. For men, on the other hand, we find that the ones who would like to lead tend to take more risk on behalf of the group. We also present several results on the relationship of risk-taking and leadership decisions with personality traits.Conditional CAPM

Personality, Group Decision-Making and Leadership

This paper explores the effect of personality traits on: (1) the willingness to make risk-taking decisions on behalf of a group, (2) the nature of "choice shifts", i.e. the difference between the amount of risk taken in the group context and individually. Openness and agreeableness emerge as significant determinants of the willingness to lead: non-leader women and non-leader men score lower on openness and higher in agreeableness compared to both leader men and leader women. Neuroticism explains the within-gender variance in individual risk-taking among women, who are on average more risk-averse than men. Subjects in general behave more cautiously when they are making risky decisions on behalf of a group. Among men, a higher agreeableness score implies higher caution in group decisions, while conscientiousness leads to less caution. In contrast, among women, a higher conscientiousness score implies higher caution in the group context, suggesting that the two genders might interpret the social norms in group decision-making differently

Preference Communication and Leadership in Group Decision-Making

We report results from a laboratory experiment that explores the effects of preference communication and leader selection mechanisms in group decision-making. In a setting where all members of a group get the same payoff based on the group leader's decision of how much risk to take, we study the effects of two treatment variables: (1) whether group members can communicate their preferences to the leader, (2) whether the leader is exogenously appointed or voluntarily self-selects into the position. We find that the leader selection mechanism crucially affects the integration of group preferences into the leader's decision: the communicated preferences have a significant effect on the actual group decision only when the leader is appointed. We also find that preference communication by non-leaders is frequently strategic

Deciding to decide: gender, leadership and risk-taking in groups

Being the leader in a group often involves making risky decisions that affect the payoffs of all members, and the decision to take this responsibility in a group is endogenous in many contexts. In this paper, we experimentally study: (1) the willingness of men and women to make risky decisions on behalf of a group, (2) the amount of risk men and women take for the group, in comparison to their individual decisions. We observe a striking difference between males and females, with a much lower fraction of women being willing to make the group decision than men. The amount of risk taken for the group is generally lower than in the case where subjects decide for themselves only, indicating a cautious shift. The women that would like to make the group decision and the women that do not are no different in terms of how much risk they take for themselves, nor for their group. For men, on the other hand, we find that the ones who would like to lead tend to take more risk on behalf of the group. We also present several results on the relationship of risk-taking and leadership decisions with personality traits

Fostering Patience in the Classroom: Results from A Randomized Educational Intervention

We evaluate the impact of a randomized educational intervention on children’s intertemporal choices. The intervention aims to improve the ability to imagine future selves, and encourages forward-looking behavior using a structured curriculum delivered by children’s own trained teachers. We find that treated students make more patient intertemporal decisions in incentivized experimental tasks. The results persist almost 3 years after the intervention, replicate well in a different sample, and are robust across different experimental elicitation methods. The effects also extend beyond experimental outcomes: we find that treated students are significantly less likely to receive a low “behavior grade”

Mitigating the Gender Gap in the Willingness to Compete: Evidence from a Randomized Field Experiment

We evaluate the impact on competitiveness of a randomized educational intervention that aims to foster grit, a skill that is highly predictive of achievement. The intervention is implemented in elementary schools, and we measure its impact using a dynamic competition task with interim performance feedback. We find that when children are exposed to a worldview that emphasizes the role of effort in achievement and encourages perseverance, the gender gap in the willingness to compete disappears. We show that the elimination of this gap implies significant efficiency gains. We also provide suggestive evidence on a plausible causal mechanism that runs through the positive impact of enhanced grit on girls’ optimism about their future performance

Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit

We show that grit, a skill that has been shown to be highly predictive of achievement, is malleable in childhood and can be fostered in the classroom environment. We evaluate a randomized educational intervention implemented in two independent elementary school samples. Outcomes are measured via a novel incentivized real effort task and performance in standardized tests. We find that treated students are more likely to exert effort to accumulate task-specific ability, and hence, more likely to succeed. In a follow up 2.5 years after the intervention, we estimate an effect of about 0.2 standard deviations on a standardized math test

Gender Stereotypes in the Classroom and Effects on Achievement

We study the effect of elementary school teachers’ beliefs about gender roles on student achievement. We exploit a natural experiment where teachers are prevented from self-selecting into schools, and, conditional on school, students are allocated to teachers randomly. We show that girls who are taught for longer than a year by teachers with traditional gender views have lower performance in objective math and verbal tests, and this effect is amplified with longer exposure to the same teacher. We find no effect on boys. We show that the effect is partly mediated by teachers’ transmitting traditional beliefs to girls