Friendship and Female Education: Evidence from a Field Experiment in Bangladeshi Primary Schools
在孟加拉国115所小学的随机实验中，发现低能力女生与朋友一起学习比与普通同学一起学习成绩提高约0.4个标准差，而男生不受影响。
Abstract We randomly assigned 115 primary schools in Bangladesh to one of two settings: children studying in groups with friends and children studying in groups with peers. The groups consisted of four people with similar average cognitive abilities and household characteristics. While the achievement of male students was not affected by the group assignment, low-ability females with friends outperformed low-ability females working with peers by roughly 0.4 standard deviations of the test score distribution. This is not due to the fact that friends tend to be of the same gender or to a higher frequency of interactions among friends.