Girls who study in classrooms with higher numbers of girls than boys during early childhood education are more likely to gain greater financial and professional success later in life, according to new research from Durham University Business School.
Led by Dr Demid Getik, alongside Dr Armando Meier (University of Basel), the study explores how the gender mix in primary school influences later life outcomes.
Using data from more than 700,000 Swedish students who attended school between 1989 and 2002, the researchers tracked grades, subject choices, occupations, and earnings up to the age of 30. They found that girls who spent their school years in classes with more female peers consistently earned more and were more likely to enter higher-paying careers.
The findings suggest that even small shifts in classroom gender balance can make a difference. Moving from a 45% to a 55% female cohort led to an average increase of $354 (based on exchange rates at the time of the study) in women’s annual earnings by age 30, reducing the gender wage gap by 2.7%. Over a lifetime, this effect could amount to an additional $12,390 in earnings for women educated in more female-dominated classrooms.
Career choices were also shaped by classroom composition. Women exposed to more female peers were more likely to pursue subjects traditionally dominated by boys, such as maths and science, and to enter higher-paying professions. In these cases, predicted lifetime earnings rose by nearly $8,000 compared with women from less female-heavy cohorts.
The study highlights the role of early socialisation in shaping career paths and reducing gender inequalities. Dr Getik explained: “Our study focuses on this disconnect between academic achievement and career success, investigating whether early gender socialisation - specifically exposure to more female peers during critical ages of six to 16 - might help to explain and redress this gap.”
However, the researchers also noted a downside for boys. Data showed a small decline in boys’ grades when they were in more female-dominated classrooms. The authors caution that while boosting female representation benefits girls, care must be taken to avoid unintended consequences for boys.
The study points to practical ways education systems could influence workplace equality. By recognising the role of peer environments, policymakers may be able to design interventions that better support girls in pursuing high-paying careers while ensuring boys’ development is not hindered.
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