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.

Sprache
Englisch

Erschienen in
Series: IZA Discussion Papers ; No. 11659

Klassifikation
Wirtschaft
Economics of Gender; Non-labor Discrimination
Human Capital; Skills; Occupational Choice; Labor Productivity
Education and Inequality
Thema
gender
math
teachers
implicit stereotypes
IAT
self-confidence
track choice

Ereignis
Geistige Schöpfung
(wer)
Carlana, Michela
Ereignis
Veröffentlichung
(wer)
Institute of Labor Economics (IZA)
(wo)
Bonn
(wann)
2018

Handle
Letzte Aktualisierung
10.03.2025, 11:44 MEZ

Datenpartner

Dieses Objekt wird bereitgestellt von:
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.

Objekttyp

  • Arbeitspapier

Beteiligte

  • Carlana, Michela
  • Institute of Labor Economics (IZA)

Entstanden

  • 2018

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