Table 2.

Stereotypes mediate the “gender-equality paradox,” microlevel evidence

	Dependent variable is standardized intentions to study math or pursue a math career
Girl	−0.269***	−0.253***	−0.191***	−0.198***
SE	(0.0152)	(0.0147)	(0.0138)	(0.0147)
Girl*GDP	−0.000134	−1.06e−05	0.0173	0.0259*
SE	(0.0127)	(0.0127)	(0.0129)	(0.0136)
Girl*GMS	−0.101***	−0.0969***	−0.0811***	−0.0828***
SE	(0.0157)	(0.0155)	(0.0147)	(0.0158)
No. of observations	293,782	293,782	292,395	133,808
Country fixed effects	Yes	Yes	Yes	Yes
Control for math ability	No	Yes	Yes	Yes
Control for math preferences	No	No	Yes	Yes
Other individual controls	No	No	No	Yes

The table displays the results from student-level regression models. All models include country fixed effects, so that the marginal effect of GDP or GMS cannot be estimated. Other individual controls include the level of education of the student’s parents, measured both in years and kind of diploma obtained, grade repetition, an index of economic, social and cultural status of the household, a measure of home educational resources, and a measure of attitude toward school. SEs have been clustered at the country level. Regressions are weighted by “senate” weights which sum to one in each country. See SI Appendix for details on the various measures and on the empirical models. ***P < 0.01, **P < 0.05, *P < 0.1.