Measuring Inequality

No country in the world has yet achieved full gender equality. Italy is among the European countries where gender gaps remain particularly pronounced, especially in the labor market, where the female employment rate is only slightly above 50%. We have discussed at length the origins of these gaps, as well as potential solutions and policy tools. Yet their persistence suggests that we are still overlooking a crucial dimension: the role played by the climate and environment in which economic and social dynamics are formed.

The Cultural Roots of the Gender Divide

A growing body of research shows that “masculine” contexts in the workplace, characterized by excessive competition, aggressiveness and, in some cases, harassment, contribute to unequal outcomes and lower wellbeing. This evidence is now well established for the labor market. What is less often acknowledged is that the roots of these dynamics are laid much earlier. Context matters from a young age and is continuously reinforced by education systems, social norms and institutional settings.

Universities and STEM: When the Environment Makes the Difference 

Universities are a key part of this story. They are not merely places where students acquire technical skills; they are powerful environments in which identities, ambitions and self-confidence are shaped. This is also why the persistent under-representation of women in science, technology, engineering and mathematics (STEM) — as well as in quantitatively intensive fields such as economics and finance — should concern us all. In these programs, women are often a small minority, and this imbalance affects not only who enrolls, but also how students learn, interact and perform.

Decades of research show that gender gaps in STEM are not primarily driven by differences in ability. Social expectations, stereotypes and peer effects play a decisive role. Male-dominated environments tend to foster high-pressure cultures in which traditional masculine norms, such as risk-taking, dominance and an excessive focus on “winning,” are rewarded. While these norms may favor a subset of students, they often undermine cooperation, increase anxiety and reduce overall learning efficiency.

More Balanced Class Groups, Better Outcomes 

In a recent in-progress work, my co-authors and I study these mechanisms using data from around 3,000 university students, whom we surveyed and followed throughout their academic careers. Exploiting the random assignment of students to classrooms, we are able to identify the causal effect of gender composition on the university climate and on academic outcomes. By combining administrative records with survey data, we examine how the share of female classmates influences behaviors, perceptions, wellbeing and performance.

The findings are clear. When the proportion of female students in a class increases, conformity to stereotypical masculine behaviors declines for both men and women. Classrooms become more cooperative, peer support increases and the emphasis on competitive signaling through grades weakens. At the same time, students experience significantly lower levels of anxiety. These are not marginal changes: even a modest increase in female representation leads to substantial improvements in the learning environment.

Most importantly, these changes translate into better academic outcomes. Students in more gender-balanced classes perform better overall, complete more exams on time and are more likely to remain in the same field of study. The gains are shared by male and female students alike, with particularly strong effects in quantitative subjects. Reduced anxiety plays a key role in explaining these improvements, underscoring the importance of mental wellbeing for academic success.

The conclusion is straightforward. Promoting gender balance in universities is not merely a question of fairness or representation. It is a concrete and effective policy lever to improve educational quality and to make better use of talent. In times of persistent gender gaps in the labor market and unequal participation in STEM disciplines, gender balance should be understood as a strategic investment. Better universities, stronger human capital and a more inclusive society depend on it.