Gender-Neutral Language and Gender Disparities / Alma Cohen, Tzur Karelitz, Tamar Kricheli-Katz, Sephi Pumpian, Tali Regev.

By:

Cohen, Alma

Contributor(s):

Material type: Text

TextSeries: Working Paper Series (National Bureau of Economic Research) ; no. w31400.Publication details: Cambridge, Mass. National Bureau of Economic Research 2023.Description: 1 online resource: illustrations (black and white)Subject(s):

Other classification:

Online resources:

Available additional physical forms:

Hardcopy version available to institutional subscribers

Abstract: This study investigates empirically whether and how the use of gender-neutral language affects the performance of women and men in real high-stakes exams. We make use of a natural experiment in which the institute administering Israel's standardized college admission tests amended the language used in its exams, making test language more gender neutral. We find that the change to a more gender-neutral language was associated with a significant improvement in the performance of women on quantitative questions, which meaningfully reduced the gender gap between male and female performance on these questions. However, the change did not affect female performance on verbal questions nor male performance on either quantitative or verbal questions. Our findings are consistent with the hypothesis that gendered language may introduce a "stereotype threat" that adversely affects women's performance in tasks in which they are stereotypically perceived to underperform. Our findings have significant implications for the ongoing academic and policy discussions regarding the use and effects of gender-neutral language.

Tags from this library: No tags from this library for this title. Log in to add tags.

Average rating: 0.0 (0 votes)

Holdings
Item type	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Working Paper	Biblioteca Digital	Colección NBER	nber w31400 (Browse shelf(Opens below))	Not For Loan

Total holds: 0

June 2023.

This study investigates empirically whether and how the use of gender-neutral language affects the performance of women and men in real high-stakes exams. We make use of a natural experiment in which the institute administering Israel's standardized college admission tests amended the language used in its exams, making test language more gender neutral. We find that the change to a more gender-neutral language was associated with a significant improvement in the performance of women on quantitative questions, which meaningfully reduced the gender gap between male and female performance on these questions. However, the change did not affect female performance on verbal questions nor male performance on either quantitative or verbal questions. Our findings are consistent with the hypothesis that gendered language may introduce a "stereotype threat" that adversely affects women's performance in tasks in which they are stereotypically perceived to underperform. Our findings have significant implications for the ongoing academic and policy discussions regarding the use and effects of gender-neutral language.