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  • Halim, Daniel  (4)
  • Washington, D.C : The World Bank  (4)
  • Ann Arbor, Michigan : ProQuest
  • Education  (4)
  • 1
    Online-Ressource
    Online-Ressource
    Washington, D.C : The World Bank
    Sprache: Englisch
    Seiten: 1 Online-Ressource
    Serie: Gender Innovation Lab Federation Causal Evidence Series
    Schlagwort(e): Education ; Gender ; Gender and Development ; Gender and Economics ; Gender and Education ; Gender Monitoring and Evaluation ; Innovation ; Socio-Emotional Skills ; Women Entrepreneurs
    Kurzfassung: Entrepreneurship can be a pathway to employment and economic empowerment for women. Over half of the women in developing countries are or aspire to be entrepreneurs, but most of them run subsistence oriented micro-businesses that are not seen as key drivers of innovation and growth. Among formal firms, the share of women-led businesses decreases as the size of the firm increases. Multiple factors-including lack of skills, networks, and access to finance, technology, and markets-constrain women's decision to become entrepreneurs and affect their choices concerning which sector to enter, how much to put into their firms, and which business practices and technology to adopt. Contextual factors, such as social norms, access to childcare, and risk of gender-based violence, also contribute to the gender gap in firm performance documented by the Africa GIL and the EAP GIL. The GIL Federation is generating rigorous evidence around the world to understand what works, and what does not, in addressing the differential constraints restricting the growth of women-led firms. This note presents evidence on five key findings
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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  • 2
    Online-Ressource
    Online-Ressource
    Washington, D.C : The World Bank
    Sprache: Englisch
    Seiten: 1 Online-Ressource
    Serie: Gender Innovation Lab Federation Causal Evidence Series
    Schlagwort(e): Education ; Gender ; Gender and Development ; Gender and Education ; Gender Gap ; Gender Monitoring and Evaluation ; Improvement ; Training
    Kurzfassung: Significant progress has been made in closing gender gaps in primary and secondary enrollment rates worldwide. However, girls still have lower expected years of schooling than boys in some regions, particularly in Sub-Saharan Africa, and boys have worse educational outcomes than girls in other countries, most notably in Latin America and the Caribbean. Barriers to the continuation of schooling for girls are linked to child marriage, early pregnancies, sexual harassment, and social norms around girls' education. The COVID-19 pandemic has also impacted schooling of both girls and boys. The transition to remote learning hurt girls who often have fewer technical skills and less access to the internet than boys.3 In other cases, boys had higher economic opportunities than girls and were more likely to drop out from school in response to the economic stress generated by the pandemic.4 The GIL Federation is generating rigorous evidence around the world to understand what works, and what does not, in narrowing gender gaps in education. This note presents evidence on three key findings
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  • 3
    Online-Ressource
    Online-Ressource
    Washington, D.C : The World Bank
    Sprache: Englisch
    Seiten: 1 Online-Ressource
    Serie: Gender Innovation Lab Federation Causal Evidence Series
    Schlagwort(e): Adolescent Girls ; Education ; Gender ; Gender and Education ; Gender and Social Policy ; Gender Monitoring and Evaluation ; Girls Empowerment ; Life Skills
    Kurzfassung: Adolescent girls face multiple challenges that restrict their horizons. They have to make decisions about employment and fertility at an early age with limited access to formal education and under restrictive social norms. Domestic responsibilities limit their time in school and educational achievement, in turn curtailing their ability to enter the labor force. The GIL Federation is generating rigorous evidence on what works, and what does not, in empowering adolescent girls. This note presents evidence on five key findings
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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  • 4
    Sprache: Englisch
    Seiten: 1 Online-Ressource (17 pages)
    Paralleltitel: Erscheint auch als Print Version: Halim, Daniel Gender Differences in Economics Course-Taking and Majoring: Findings from an RCT
    Schlagwort(e): College Major ; Economics of Education ; Education ; Gender ; Gender and Economics ; Gender and Education ; Randomized Control Trials ; Tertiary Education
    Kurzfassung: This paper reports on gender differences in responses to a randomized controlled trial that provided encouragement and information nudges to take subsequent economics courses and major in the subject for students enrolled in large introductory economics classes at a large elite public university. Two treatments combined encouragement to major in economics with information on either financial or prosocial returns to the major. Men receiving either treatment were more likely to take an additional economics course, but not to major in economics. In contrast, the treatments were not estimated to significantly affect women's course-taking and majoring. Two treatment mediators are also examined: expected versus actual grade and having a female teaching assistant. There were also differing effects of mediators on treatment responses for men and women. Women were more nudge-able to take another course when they received a better-than-expected introductory class grade, and men were more nudge-able to take another course when they had a female teaching assistant
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