Evidence on Self-Stereotyping and the Contribution of Ideas

Katherine Baldiga Coffman

Article | Quarterly Journal of Economics | November 2014

Evidence on Self-Stereotyping and the Contribution of Ideas

Abstract

We use a lab experiment to explore the factors that predict an individual's decision to contribute her idea to a group. We find that contribution decisions depend upon the interaction of gender and the gender stereotype associated with the decision-making domain: conditional on measured ability, individuals are less willing to contribute ideas in areas that are stereotypically outside of their gender's domain. Importantly, these decisions are largely driven by self-assessments, rather than fear of discrimination. Individuals are less confident in gender incongruent areas and are thus less willing to contribute their ideas. Because even very knowledgeable group members under-contribute in gender incongruent categories, group performance suffers and, ex post, groups have difficulty recognizing who their most talented members are. Our results show that even in an environment where other group members show no bias, women in male-typed areas and men in female-typed areas may be less influential. An intervention that provides feedback about a woman's (man's) strength in a male-typed (female-typed) area does not significantly increase the probability that she contributes her ideas to the group. A back-of-the-envelope calculation reveals that a "lean in" style policy that increases contribution by women would significantly improve group performance in male-typed domains.

Keywords: Groups and Teams; Decision Choices and Conditions; Organizations; Gender;

Format: Print

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Citation:

Coffman, Katherine Baldiga. "Evidence on Self-Stereotyping and the Contribution of Ideas." Quarterly Journal of Economics 129, no. 4 (November 2014): 1625–1660.

We conduct laboratory experiments that explore how gender stereotypes shape beliefs about ability of oneself and others in different categories of knowledge. The data reveal two patterns. First, men’s and women’s beliefs about both oneself and others exceed observed ability on average, particularly in difficult tasks. Second, overestimation of ability by both men and women varies across categories. To understand these patterns, we develop a model that separates gender stereotypes from misestimation of ability related to the difficulty of the task. We find that stereotypes contribute to gender gaps in self-confidence, assessments of others, and behavior in a cooperative game.

We run an experiment that features a novel task with deliberation to explore how stereotypes shape group decision-making. We find that women are less likely to be rewarded for their ideas in male-typed domains when gender is known. This is partly due to discrimination and partly due to differences in self-promotion. External analysis of the chat data provides further insights. Though men and women do not vary in their communication styles, coders display pervasive stereotypes, associating warmth with women and competence and negativity with men. We also find that warmer participants, particularly warmer women, are under-rewarded by their groups.

We explore how beliefs respond to noisy information about own ability across a range of tasks, with a particular focus on how gender stereotypes impact belief updating. Participants in our experiments take tests of their ability across different domains. Absent feedback, beliefs of own ability are strongly influenced by gender stereotypes. We then provide noisy feedback about own absolute performance to participants and elicit posterior beliefs. Gender stereotypes have significant predictive power for posterior beliefs, both through their influence on prior beliefs (as predicted by a Bayesian model) and through their influence on updating. Both men and women’s beliefs are more responsive to information in gender congruent domains than gender incongruent domains. This is primarily driven by differential reactions to exogenously received good news about own ability: both men and women react more to good news when it arrives in a gender congruent domain than when it arrives in a gender incongruent domain. Our results have important implications for understanding how feedback shapes gender gaps in self-assessments.

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Evidence on Self-Stereotyping and the Contribution of Ideas

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