Despite research linking education to values, our understanding of the effects of academic learning on gender attitudes is still limited. Using sibling data collected over time, we investigate how learning in school, measured by achievement test scores, affects adolescents' views on gender issues both with and without direct implications for women's economic mobility. With fixed-effects models accounting for unobserved heterogeneity between high and low achievers, we show that the relationship between academic achievement and gender ideology is not spurious, but learning does not enlighten adolescents on all gender-related beliefs, either. Rather, school learning socializes both boys and girls into more liberal views on issues clearly related to women's economic opportunities. For views concerning dating practices or boy-girl interactions, which are irrelevant to the meritocracy-based mainstream values, academic performance has less consistent effects, with higher achievement scores sometimes associated with more conservative views among boys. Our results generally support the socialization and reproduction model of the role of school learning, although self-interest also explains high and low achievers' different attitudes on dating and other personal-realm gender practices.

尽管研究将教育与价值观联系起来，但我们对学术学习对性别态度影响的理解仍然有限。使用随时间收集的兄弟姐妹数据，我们调查了通过成就测试分数衡量的在校学习如何影响青少年对性别问题的看法，无论是否直接影响女性的经济流动性。使用固定效应模型解释了高成就者和低成就者之间未观察到的异质性，我们表明，学业成就与性别意识形态之间的关系不是虚假的，但学习也不能启发青少年了解所有与性别相关的信念。相反，学校学习使男孩和女孩在与女性经济机会明显相关的问题上变得更加自由。对于与基于精英的主流价值观无关的约会实践或男女互动的观点，学业成绩的影响不太一致，较高的成绩分数有时与男孩中更保守的观点相关。我们的研究结果普遍支持学校学习角色的社会化和再生产模型，尽管自我利益也解释了高成就者和低成就者对约会和其他个人领域性别实践的不同态度。