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This chapter reviews the growing body of research in economics which concentrates on the education gender gap and its evolution, over time and across countries. The survey first focuses on gender differentials in the historical period that roughly goes from 1850 to the 1940s and documents the deep determinants of the early phase of female education expansion, including preindustrial conditions, religion, and family and kinship patterns. Next, the survey describes the stylized facts of contemporaneous gender gaps in education, from the 1950s to the present day, accounting for several alternative measures of attainment and achievement and for geographic and temporal differentiations. The determinants of the gaps are then summarized, while keeping a strong emphasis on an historical perspective and disentangling factors related to the labor market, family formation, psychological elements, and societal cultural norms. A discussion follows of the implications of the education gender gap for multiple realms, from economic growth to family life, taking into account the potential for reverse causation. Special attention is devoted to the persistency of gender gaps in the STEM and economics fields.

In 2011, Italy introduced board gender quotas in listed companies. Comparing within firms before-after reform changes, we document that quotas are associated with a higher share of female board directors, with higher levels of education of board members and a lower share of elderly members. We then use the reform period as an instrument for the share of female directors and find no significant impact on firms’ performance. Interestingly, we find that the share of female directors is associated to a lower variability of stock market prices. We also run event studies on the stock price reaction to the introduction of gender quotas. A positive effect of the quota law on stock market returns emerges at the date of board’s election. Our results are consistent with gender quotas inducing a beneficial renovation of the board, which is positively received by the market.

ABSTRACT This paper investigates the short-term effects on achievement, study behaviours and attitude of an intervention providing extra instruction time to students in lower secondary schools in southern Italy. We use a difference-in-differences strategy and compare two contiguous cohorts of students enrolled in the same class for two consecutive years. We control for sorting of students and teachers across classes using the fact that, due to a recent reform, the group of teachers assigned to each class is stable over time. We find that the programme increased performances in mathematics but found no effect for Italian language test scores; the programme increased positive attitudes towards both subjects. We investigate the heterogeneity of the effects focusing on the gender dimension and  find that boys and girls react differently to the intervention: girls use the extra instruction time as a complement to regular home study, while boys use it as a substitute.

We study the educational choices of children of immigrants in a tracked school system. We first show that immigrant boys in Italy enroll disproportionately into vocational high schools, as opposed to technical and academically-oriented high schools, compared to natives of similar ability. Immigrant girls, instead, choose similar schools as native ones. We then estimate the impact of a large-scale, randomized intervention providing tutoring and career counseling to high-ability immigrant students. Male treated students increase their probability of enrolling into the high track to the same level of natives, also closing the gap in terms of grade retention. There are no significant effects on immigrant females, who exhibit similar choices and performance as native ones in absence of the intervention. Increases in academic motivation and the resulting changes in teachers’ recommendation regarding high school choice explain a sizable portion of the effect, while the effect of increases in cognitive skills is negligible. Finally, we find positive spillovers on immigrant classmates of treated students, while there is no effect on native classmates.

In this paper, we exploit pension reform-induced changes in retirement eligibility requirements to assess the role of grandparental child care availability in the employment of women who have children under 15. We focus on Italy for two reasons: first, it has low rates of female employment and little formal child care provision, and second, it has undergone several pension reforms in a relatively short time span. Our analysis shows that, among the women studied, those whose own mothers are retirement eligible have a 13 percent higher probability of being employed than those whose mothers are ineligible. The pension eligibility of maternal grandfathers and paternal grandparents, however, has no significant effect on the women’s employment probability. We also demonstrate that the eligibility of maternal grandmothers mainly captures the effect of their availability for child care. Hence, pension reforms, by potentially robbing households of an important source of flexible, low-cost child care, could have unintended negative consequences for the employment rates of women with children.

The paper analyses the impact of grandparenting on individuals' fertility behaviour using longitudinal data from eleven European countries. In particular, we focus on how siblings may share and compete for grandparents' time in terms of childcare. By considering different family scenarios, we show that availability of grandparenting play an important role in individuals' decision making for having children. Grandparenting is particularly important in the South of Europe where public childcare is limited and here we see a large impact of grandparenting on fertility.

Using data from seven countries drawn from the Generations and Gender Survey, we study the relationship between informal childcare provided by grandparents and mothers' employment. The extent of formal childcare varies substantially across European countries and so does the role of grandparents in helping out rearing children. The extent of grandparenting also depends on their attitudes, which in turn relate to social norms and availability of public childcare, and hence the country context where individuals reside matters considerably. Within families, attitudes toward childcare are associated with attitudes towards women's working decisions. The fact that we do not observe these attitudes may bias the estimates. By using instrumental variable techniques we find that only in some countries mothers' employment is positively and significantly associated with grandparents providing childcare. In other countries, once we control for unobserved attitudes we do not find this effect.

We empirically investigate the determinants of the female decision of investing in post-secondary education, focusing on the role played by the context where young women take their education decision. We first develop a stylized two-period model to analyse the female decision of investing in education and highlight two main determinants: the time to be devoted to child care and the probability of working in a skilled job. We then use data on educational decisions of women in the 17-21 age group drawn from EU-Silc, available for the years 2004-2008. From the same survey we construct context indicators at the regional level, and exploit regional variability to identify how women's educational investment reacts to changes in the surrounding context. We find that the share of working women with children below 5 and the share of women with managerial positions or self-employed positively affect the probability that women enrol in post-secondary education. The same does not hold for men.

Scarcity of female academics has been well documented for math-intensive or STEM fields. We investigate whether a lack of female instructors creates a demand for diversity on the student side. In an incentivized instructor-choice experiment on MTurk, we experimentally vary the gender balancedness of the instructor pool and let participants choose one additional instructor among one male and one female. We find that only women are more likely to choose the female instructor when the pool of instructors is male-dominated, suggesting that female students appreciate a more balanced instructor pool if female professors are scarce. We further document that women also appreciate diversity (though to a lesser extent) if the scarce gender is of the opposite sex. In contrast, men only appreciate diversity if the scarce gender is their own.

ABSTRACT During the demographic transition that in Europe tended to take place from the early 19th to the end of the 20th century, the population in European countries and its overseas offshoots increased by a factor of five or less, which is low compared to the increase now taking place in most other regions of the world. This study provides simulations showing what global and regional population sizes would be if the rest of the world experienced similar population growth patterns as were observed in Europe. European culture distinguished itself through choices that led to the European marriage pattern, characterized by late marriage, significant shares not marrying, low levels of extramarital childbearing, and comparatively low fertility. One important consequence was the relatively low population growth characterizing the cultures, religions, and ethno-linguistic groups where the European marriage pattern was dominant.