Arbeitspapier
Implicit Stereotypes: Evidence from Teachers' Gender Bias
I study whether exposure to teachers' stereotypes, as measured by the Gender-Science Implicit Association Test, affects student achievement. I provide evidence that the gender gap in math performance substantially increases when students are assigned to teachers with stronger gender stereotypes. Teachers' stereotypes induce girls to underperform in math and self-select into less demanding high-schools, following the track recommendation of their teachers. These effects are at least partially driven by a lower self-confidence on own math ability of girls exposed to gender biased teachers. The findings are consistent with the hypothesis that stereotypes impair the test performance of ability-stigmatized groups, who end up failing to achieve their full potential.
- Language
-
Englisch
- Bibliographic citation
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Series: IZA Discussion Papers ; No. 11659
- Classification
-
Wirtschaft
Economics of Gender; Non-labor Discrimination
Human Capital; Skills; Occupational Choice; Labor Productivity
Education and Inequality
- Subject
-
gender
math
teachers
implicit stereotypes
IAT
self-confidence
track choice
- Event
-
Geistige Schöpfung
- (who)
-
Carlana, Michela
- Event
-
Veröffentlichung
- (who)
-
Institute of Labor Economics (IZA)
- (where)
-
Bonn
- (when)
-
2018
- Handle
- Last update
-
10.03.2025, 11:44 AM CET
Data provider
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. If you have any questions about the object, please contact the data provider.
Object type
- Arbeitspapier
Associated
- Carlana, Michela
- Institute of Labor Economics (IZA)
Time of origin
- 2018
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