Seminars

Abstract: Using an incentivized discrete choice experiment with high school students, we demonstrate that both females and males prefer gender-balanced college departments. Concerns about (difficulties in) adapting to the environment predominantly drive preferences when individuals are minorities, while a variety of factors influence preferences when they are in the majority. Additionally, those who value gender balance tend to prioritize the social aspects of college departments, suggesting that the importance of gender balance stems from social interactions. Furthermore, while males who avoid STEM departments exhibit stronger reading skills but weaker mathematical skills, females who avoid STEM departments are primarily underconfident in their mathematical abilities. We find no evidence of heterogeneity in preferences based on academic ability, socioeconomic background, or STEM versus non-STEM departments. These findings indicate that promoting gender balance in college-departments could enhance utility for both females and males and lead to a more efficient allocation of talent.