000129413 001__ 129413 000129413 005__ 20240112142252.0 000129413 0248_ $$2sideral$$a135435 000129413 037__ $$aART-2020-135435 000129413 041__ $$aeng 000129413 100__ $$0(orcid)0000-0002-1944-4790$$aMarcén, Miriam$$uUniversidad de Zaragoza 000129413 245__ $$aGender Stereotyping in Sports 000129413 260__ $$c2020 000129413 5060_ $$aAccess copy available to the general public$$fUnrestricted 000129413 5203_ $$aThis paper contributes to the literature of gender differences in academic attainment by putting together several sources of data going back several decades to investigate how gender stereotypes and parental time investments shape sport choices of boys and girls during high school. Using data from the 2002-2019 National Federation of State High School Association, which provides information for every state on the total number of high school participants by gender in each sport, we document that states with more gender-equal norms are also states where boys and girls tend to break stereotypes when making sport choices in high school. We also identify parental time investments as being an important cultural-transmission mechanism. 000129413 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/ 000129413 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000129413 700__ $$0(orcid)0000-0001-9957-6613$$aMorales, Marina$$uUniversidad de Zaragoza 000129413 700__ $$aSevilla, Almudena 000129413 7102_ $$14000$$2415$$aUniversidad de Zaragoza$$bDpto. Análisis Económico$$cÁrea Fund. Análisis Económico 000129413 773__ $$g(2020), [25 pp.]$$tIZA discussion papers$$x2365-9793 000129413 8564_ $$s362860$$uhttps://zaguan.unizar.es/record/129413/files/texto_completo.pdf$$yVersión publicada 000129413 8564_ $$s519855$$uhttps://zaguan.unizar.es/record/129413/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000129413 909CO $$ooai:zaguan.unizar.es:129413$$particulos$$pdriver 000129413 951__ $$a2024-01-12-14:21:32 000129413 980__ $$aARTICLE