The effect of high school gender composition on university major choice: Evidence from Canada
利用加拿大不列颠哥伦比亚省的行政数据，研究发现高中同伴中女性比例越高，学生选择STEM专业的可能性越大，且该效应因性别、高中类型和年级而异。
Abstract Does the gender composition of high school peers affect whether students pursue a science, technology, engineering, and mathematics (STEM) major at university? Using administrative data from British Columbia, Canada, I exploit idiosyncratic within‐school variation in gender composition. I find that having larger proportions of female peers has large and strong effects on students' STEM major choice. Such effects differ in both sign and magnitude across gender, high school type, and stage of high school education.