Entering a gender-neutral workplace? College students’ expectations and the impact of information provision

Abstract

This paper explores whether college students are aware of gender disparities in academic performance and labor market outcomes, and examines the effect of providing information about these gaps. The study uses a lab experiment that includes (i) a questionnaire eliciting beliefs, (ii) a task assignment game where participants act as employers, and (iii) a game measuring willingness to compete. The experiment features two feedback treatments: one providing information only on gender gaps in labor market outcomes, and the other including information on both academic performance and labor market outcomes. In another treatment, the questionnaire was administered without providing new information to make gender salient. Results indicate that most participants are unaware of gender gaps. Feedback treatments did not significantly affect hiring decisions but, making gender salient, positively influenced women’s assignment to the difficult task, particularly among those previously unaware of the gaps, possibly due to social desirability bias. Men with implicit stereotypes were more inclined to compete regardless of treatment, while women with implicit stereotypes competed more after receiving information on the gap in academic performance. Overall, the study suggests that highlighting gender issues and informing women who hold implicit stereotypes can have mild positive effects.