本文从性别身份规范入手，解释在高等教育性别逆转背景下大学专业性别失衡日益凸显的现象。文章着重讨论了三个问题：第一，以“男主外、女主内”为内核的性别身份规范能否影响以及如何影响个体专业选择；第二，不同群体是否存在异质性效应，主要从能力、时间以及空间维度展开分析；第三，鉴于文化的影响具有持久性，我们进一步探讨了性别身份规范是否会影响高中阶段的学科选择，为性别身份规范影响人力资本积累提供更为充分的证据。

首先，基于已有文献，我们对性别身份规范与专业选择的关系进行了梳理， 并从理论上分析了可能的传导机制，包括直觉机制、内化机制和家庭干预机制。其次，结合 2010~2021 年中国综合社会调查（CGSS）数据和 2018 年中国住户收入调查（CHIP）数据，使用计划经济时期各省“三八红旗手”人数占比作为工具变量克服内生性问题，实证检验了地区性别身份规范和专业性别隔离之间的因果关系。基于工具变量估计的结果表明，省份性别身份规范越传统，女性选择人文社科专业的概率越高，但男性的专业选择并未受到显著影响。在讨论一系列潜在问题后，上述结论仍然保持稳健。再次，以高考成绩、学历水平和大学类型为能力代理变量的异质性分析发现，性别身份规范主要扭曲的是中等能力水平的女性，高能力和低能力水平的女性以及男性几乎不受影响。按照出生队列和区域的异质性分析结果表明，性别身份规范对女性的影响程度随时间不断减弱甚至消失，同时从东部到中西部地区递增。最后，进一步分析证实，性别角色文化会通过性别能力偏见和家庭性别分工期待影响女性的专业选择，而且性别身份规范的影响具有持久性，其对女性专业选择的影响在高中文理分科阶段就已经出现。

本文证实了传统性别身份对女性的人力资本投资内容存在扭曲效应，并从促进性别平等和女性发展、提高人力资本投资质量等角度提出政策建议，对打破专业性别隔离和促进女性人力资本积累具有政策参考意义。

本文从性别身份规范入手，解释在高等教育性别逆转背景下大学专业性别失衡日益凸显的现象。文章着重讨论了三个问题：第一，以“男主外、女主内”为内核的性别身份规范能否影响以及如何影响个体专业选择；第二，不同群体是否存在异质性效应，主要从能力、时间以及空间维度展开分析；第三，鉴于文化的影响具有持久性，我们进一步探讨了性别身份规范是否会影响高中阶段的学科选择，为性别身份规范影响人力资本积累提供更为充分的证据。

首先，基于已有文献，我们对性别身份规范与专业选择的关系进行了梳理， 并从理论上分析了可能的传导机制，包括直觉机制、内化机制和家庭干预机制。其次，结合 2010~2021 年中国综合社会调查（CGSS）数据和 2018 年中国住户收入调查（CHIP）数据，使用计划经济时期各省“三八红旗手”人数占比作为工具变量克服内生性问题，实证检验了地区性别身份规范和专业性别隔离之间的因果关系。基于工具变量估计的结果表明，省份性别身份规范越传统，女性选择人文社科专业的概率越高，但男性的专业选择并未受到显著影响。在讨论一系列潜在问题后，上述结论仍然保持稳健。再次，以高考成绩、学历水平和大学类型为能力代理变量的异质性分析发现，性别身份规范主要扭曲的是中等能力水平的女性，高能力和低能力水平的女性以及男性几乎不受影响。按照出生队列和区域的异质性分析结果表明，性别身份规范对女性的影响程度随时间不断减弱甚至消失，同时从东部到中西部地区递增。最后，进一步分析证实，性别角色文化会通过性别能力偏见和家庭性别分工期待影响女性的专业选择，而且性别身份规范的影响具有持久性，其对女性专业选择的影响在高中文理分科阶段就已经出现。

本文证实了传统性别身份对女性的人力资本投资内容存在扭曲效应，并从促进性别平等和女性发展、提高人力资本投资质量等角度提出政策建议，对打破专业性别隔离和促进女性人力资本积累具有政策参考意义。

From the perspective of gender role culture, this paper explains the increasing gender gap of college majors in the context of gender reversal in Chinese higher education. We focus on three questions: first, whether and how gender identity, which is characterized by “male is the breadwinner and female takes care of family”, influence individual major choices; second, as ability is an important variable affecting major choices, we focus on analyzing the heterogeneous effects of gender identity norms on groups with different levels of ability; third, given the persistent influence of culture, we further explore whether gender identity norms affect subject choices at the high school, to provide more profound evidence that gender identity norms affect human capital accumulation.

To be specific, firstly, through literature review, we theoretically analyze the influence of gender identity norms on major choice and propose three possible transmission mechanisms, including intuition mechanism, internalization mechanism, and family intervention mechanism. Secondly, combining the data from the 2010-2021 Chinese General Social Survey (CGSS) and the 2018 Chinese Household Income Survey (CHIP), and using the per capita cultivated land area of each province in 1996 and the number of “National March 8 Red-banner Pace-setter” in each province during the planned economy period as the instrumental variables to address the endogeneity problem, we empirically examined the causal relationship of regional gender identity norms and individual major choice. The results based on the instrumental variables show that the more traditional the provincial gender identity norms are, the higher the probability of women choosing humanities and social sciences majors, but men's choice of majors is not significantly affected, and this conclusion remains robust after a series of tests such as replacing the explanatory variables, adjusting the way of measuring gender identity culture, change samples and excluding the alternative explanation. Then, a heterogeneity analysis, using scores of college entrance examination and college type as proxies for ability, shows that major choices of women with medium ability levels are mainly distorted, and women with high and low ability levels are hardly affected. At the same time, we find that the magnitude of this effect diminishes over time and birth cohort, and that the effect is more persistent for females than for males. Finally, further analysis reveals that the effect of gender norm on the major choice can happen through the sex ability prejudice and the expectation of gender labor division, and the effect of gender identity norms on women’s choice of major is consistent, which is  already present at the stage of high school arts and sciences. These findings confirm the existence of distorting effects of gender identity norms on the content of human capital investment. This paper puts forward policy recommendations from the perspectives of promoting gender equality and women’s development, and improving the quality of human capital investment, which are policy references for breaking down professional gender segregation and promoting female human capital accumulation.