Gender differences in the benefits of an influential early childhood program

被引：36

作者：

Garcia, Jorge Luis ^{[1
]}

Heckman, James J. ^{[2
,3
]}

Ziff, Anna L. ^{[4
]}

机构：

[1] Duke Univ, John E Walker Dept Econ, Clemson Univ, Social Sci Res Inst, Durham, NC 27706 USA

[2] Univ Chicago, Ctr Econ Human Dev, Chicago, IL 60637 USA

[3] Univ Chicago, Dept Econ, Chicago, IL 60637 USA

[4] Duke Univ, Dept Econ, Durham, NC 27706 USA

来源：

EUROPEAN ECONOMIC REVIEW | 2018年 / 109卷

基金：

美国国家卫生研究院;

关键词：

Gender differences; Childcare; Early childhood education; Randomized trials; Substitution bias; EARLY INTERVENTION; INTELLECTUAL-DEVELOPMENT; SOCIAL EXPERIMENTS; PERRY PRESCHOOL; PROCESS QUALITY; CARE; ABECEDARIAN; PSYCHOLOGY; EDUCATION; OUTCOMES;

D O I：

10.1016/j.euroecorev.2018.06.009

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

This paper studies the life-cycle impacts of a widely emulated high-quality, intensive early childhood program with long-term follow up. The program starts early in life (at 8 weeks of age) and is evaluated by an RCT. There are multiple treatment effects which we summarize through interpretable aggregates. Girls have a greater number of statistically significant treatment effects than boys and effect sizes for them are generally bigger. The source of this difference is worse home environments for girls with greater scope for improvement by the program. Fathers of sons support their families more than fathers of daughters. (C) 2018 Elsevier B.V. All rights reserved.

引用

页码：9 / 22

页数：14

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