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DDI study level documentation for study 10.7802/2603 Code/Syntax: The effect of education system and school characteristics on the gender gap in competencies. An international comparison. Code/Syntax: The effect of education system and school characteristics on the gender gap in competencies. An international comparison. Code/Syntax: The effect of education system and school characteristics on the gender gap in competencies. An international comparison. 10.7802/260310.7802/260310.7802/260310.7802/2603 Zapfe, Laura Zapfe, Laura GESIS Data Archive for the Social SciencesGESIS Datenarchiv für Sozialwissenschaften Code/syntax is provided here for a thesis expected to be published in late 2023. The previous citation can be found in the field 'Publications' / 'Publikationen'. Abstract of the thesis: To date, gender inequalities persist and vary between countries, e.g., the gender gap in mathematics and reading competencies, indicating that school and education system characteristics affect gender inequalities. Previous research demonstrates that schools and education systems do vary between countries and indicates that gender-specific educational inequalities are less well researched. Educational inequalities lead to inequalities in living standards and expectations, e.g., health, income, and social participation. Therefore, my aim is to explain how education system and school characteristics affect the gender gap in mathematics and reading competencies. To explain the effects of school and education system characteristics on gender inequalities, I adapt the macro-meso-micro model. At the micro level, I use theories, e.g., gender-specific socialization, highlighting how gender-specific expectations and stereotypes cause gendered interest and skills and therefore gender differences in mathematics and reading. Deriving a macro-meso-micro link, I explain how education system characteristics such as competition, differentiation, and standardization, and school characteristics, e.g., school time, retention rate, could increase or decrease the gender-specific socialization effects, leading to larger or smaller gender gaps in mathematics and reading competencies. On this basis, I perform a cross-national comparison of 78 countries participating in the Programme for International Student Assessment (PISA) 2018, combined with further researched macro data ( <a href="https://doi.org/10.7802/2605" target=_blank>https://doi.org/10.7802/2605 </a>) with three-level mixed-effects models. The results show that boys have an advantage in mathematics, girls have an advantage in reading, the gender effects are slightly higher for reading, and the gender effects at the school level are more pronounced than those at the country level. Furthermore, the considered school and education system characteristics differently affect the gender gaps in mathematics and reading competencies. The school characteristics of school time and retention rates and the education system characteristics of competition and compulsory schooling (partly) explain the gender gaps. Above-average school time affects the gender gaps in favor of girls, decreasing the gender gap in mathematics and increasing it in reading, while above-average competition and compulsory schooling affects the gender gaps in favor of boys, increasing the gender gap in mathematics and decreasing it in reading. Furthermore, schools with above-average retention rates decrease the gender gap in reading.Code/syntax is provided here for a thesis expected to be published in late 2023. The previous citation can be found in the field 'Publications' / 'Publikationen'. Abstract of the thesis: To date, gender inequalities persist and vary between countries, e.g., the gender gap in mathematics and reading competencies, indicating that school and education system characteristics affect gender inequalities. Previous research demonstrates that schools and education systems do vary between countries and indicates that gender-specific educational inequalities are less well researched. Educational inequalities lead to inequalities in living standards and expectations, e.g., health, income, and social participation. Therefore, my aim is to explain how education system and school characteristics affect the gender gap in mathematics and reading competencies. To explain the effects of school and education system characteristics on gender inequalities, I adapt the macro-meso-micro model. At the micro level, I use theories, e.g., gender-specific socialization, highlighting how gender-specific expectations and stereotypes cause gendered interest and skills and therefore gender differences in mathematics and reading. Deriving a macro-meso-micro link, I explain how education system characteristics such as competition, differentiation, and standardization, and school characteristics, e.g., school time, retention rate, could increase or decrease the gender-specific socialization effects, leading to larger or smaller gender gaps in mathematics and reading competencies. On this basis, I perform a cross-national comparison of 78 countries participating in the Programme for International Student Assessment (PISA) 2018, combined with further researched macro data ( <a href="https://doi.org/10.7802/2605" target=_blank>https://doi.org/10.7802/2605 </a>) with three-level mixed-effects models. The results show that boys have an advantage in mathematics, girls have an advantage in reading, the gender effects are slightly higher for reading, and the gender effects at the school level are more pronounced than those at the country level. Furthermore, the considered school and education system characteristics differently affect the gender gaps in mathematics and reading competencies. The school characteristics of school time and retention rates and the education system characteristics of competition and compulsory schooling (partly) explain the gender gaps. Above-average school time affects the gender gaps in favor of girls, decreasing the gender gap in mathematics and increasing it in reading, while above-average competition and compulsory schooling affects the gender gaps in favor of boys, increasing the gender gap in mathematics and decreasing it in reading. Furthermore, schools with above-average retention rates decrease the gender gap in reading. Free access (with registration) - The research data can be downloaded by registered users.Freier Zugang (mit Registrierung) - Die Forschungsdaten können von allen registrierten Nutzerinnen und Nutzern heruntergeladen werden. http://dbkapps.gesis.org/dbkoai/oai.asp oai:dbk.gesis.org:SDN/10.7802_2603 2023-10-24 ddi:codebook:2_5