Assessing the Gender Peer Effect in University Enrolment in Italy

This paper investigates whether peer environments in upper secondary school influence the transition to university in Italy, with a specific focus on gendered dynamics. Using the MOBYSU.IT database, which links INVALSI administrative records on secondary school students with the National Student Registry on university enrolment, we analyse 13th grade students enrolled in 2018, 2019 and 2021, for a total of over 1.2 million individuals. We construct a school-level index aiming at measuring the degree of concentration in university field-of-study choices of school peers, female peers and male peers. We estimate two-level logistic models with students nested within school–year combinations for estimating students’ propensity in university enrollment. Results show a positive and statistically significant association between peer choice homogeneity and the likelihood of university enrolment. Moreover, the effect of same-gender peer homogeneity is stronger for female students, suggesting that gendered peer environments may reinforce aspirations and perceived access to higher education.