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Gender Roles and Parental Investments in Children's Education
Last registered on February 08, 2021

Pre-Trial

Trial Information
General Information
Title
Gender Roles and Parental Investments in Children's Education
RCT ID
AEARCTR-0007074
Initial registration date
February 05, 2021
Last updated
February 08, 2021 11:57 AM EST
Location(s)

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Primary Investigator
Affiliation
Innovations for Poverty Action
Other Primary Investigator(s)
PI Affiliation
Inter-American Development Bank
PI Affiliation
Innovations for Poverty Action
Additional Trial Information
Status
On going
Start date
2020-07-11
End date
2021-07-31
Secondary IDs
Abstract
Differences in parent-child interactions driven by child's and parent's gender are a key determinant of impact heterogeneity in educational interventions and intergenerational transmission of gender roles. In this project we conduct a survey experiment to evaluate whether there are gender-biased parental investments in learning practices at home. In particular, we are interested in understanding the perceived social norms that account for differences in parental engagement in math and reading.
External Link(s)
Registration Citation
Citation
Hernandez-Agramonte, Juan Manuel, Olga Namen and Emma Naslund-Hadley. 2021. "Gender Roles and Parental Investments in Children's Education." AEA RCT Registry. February 08. https://doi.org/10.1257/rct.7074-1.0.
Experimental Details
Interventions
Intervention(s)
Our survey experiment consists of eight questions in total: four questions asking about the amount of time that a hypothetical father and mother spend studying math and reading with his/her child followed by four questions asking whether a hypothetical father and mother have the ability to study math and read to his/her child. We randomly vary the gender of the child as well as the order in which the questions refer to a father or a mother. We ask separately for math and reading activities to assess heterogeneity by field of knowledge.
Intervention Start Date
2020-07-11
Intervention End Date
2021-03-31
Primary Outcomes
Primary Outcomes (end points)
Reported amount of time that a hypothetical father/mother spends studying math and reading with his/her son/daughter. Indicators for whether a hypothetical father/mother has the ability to study math and read to his/her son/daughter
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
We randomly assign parents into four possible versions of the survey: (1) Order: Father-Mother, Child: son; (2) Order: Mother-Father, Child: son; (3) Order: Father-Mother, Child: daughter and (4) Order: Mother-Father, Child: daughter. By comparing the answers across subjects, this design allow us to contrast the amount of time that subjects believe that a hypothetical father and mother spend in learning activities with sons and daughters taking into account any order effects or anchoring effects coming from the gender of the parent.
Experimental Design Details
Not available
Randomization Method
Randomization done in office by a computer
Randomization Unit
Parents
Was the treatment clustered?
No
Experiment Characteristics
Sample size: planned number of clusters
Approximately 50,000 parents
Sample size: planned number of observations
Approximately 50,000 parents
Sample size (or number of clusters) by treatment arms
We divide the sample evenly into four groups assigning approximately 12,500 parents to each treatment arm.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
Innovations for Poverty Action
IRB Approval Date
2020-05-15
IRB Approval Number
15517