Setting the Tone: Sex of the First Child and Educational Outcomes of Subsequent Siblings

• In Event: 052 - Regular Session. Education and Gender: Gendered Transitions out of High School

Abstract

Despite the large influx of women into higher education, gender segregation in STEM college majors persists. Sibship composition has been a major focus in explaining vertical gender differences in educational attainment, yet studies looking at sibling dynamics in understanding horizontal gender segregation have been rare. We will close this gap in the literature, suggesting a new line of thought. We hypothesize that the sex of the first child ‘sets the tone’ for a gendered environment in the family, which subsequently impacts gendered self-concepts, interests and eventually choice of college major of subsequent siblings. Using data from the NLSY79 Youth and Children, we investigate whether second born girls with older brothers are more likely to choose a college major in a predominantly male field, compared to girls with older sisters. In particular, we examine whether having an older brother increases the likelihood for girls with above average math skills to choose STEM majors. First descriptive results indicate that second born girls with an older brother versus an older sister are significantly more likely to ever attend college, even though among those ‘attenders’ the likelihood of STEM majoring does not differ. The multivariate analyses will be presented in the next version of the paper, and will address whether a possible ‘setting the tone’ effect on STEM majoring is based on compositional effects such as higher college enrollment or based on a direct contextual effect.

Authors

• Limor Gabay-Egozi, Bar-Ilan University

• Natalie S. Nitsche, Vienna Institute of Demography

• Lloyd D. Grieger, Yale University