Sex and Science: How Professor Gender Perpetuates the Gender Gap. NBER Working Paper No. 14959.

By S. Carrell, Marianne E. Page, J. E. West. 2009

681 citations recorded by the source corpus.

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Citations in the corpus

Gender in the Twenty-First Century (2020, background): “For example, Carrell, Page, and West (2010) finds that high-ability women assigned to a female STEM instructor were more likely to pursue a STEM major.”
Gender biases in student evaluations of teaching (2017, result): “The results in this paper tend to reinforce the findings of Carrell et al. [2010], who showed that teacher quality is not necessarily linked to SET scores, as teachers who obtain high SET scores tend to favor contemporaneous student achievement, whereas teachers who promote higher follow-on achievem”
FACTORS CONTRIBUTING TO SCHOOL DROPOUT AMONG THE GIRLS: A REVIEW OF LITERATURE (2015, positive): “For instance, many studies found that having female teachers in the school has a positive impact on female students' academic achievement outcomes (Carrell et al., 2010; Hoffman & Nixon, 2009; Rothstein, 1995; Robinson, 1999).”
Gender, Competitiveness and Career Choices (2012, neutral): “(17)Dee (2007) and Carrell et al. (2010) show that having a female teacher increases the math and science performance of female students, where the effect is particularly large at the upper tail. However, teachers in math are less likely to be female than those in other subjects. Using the 1999-2000”
What happens after enrollment? An analysis of the time path of racial differences in GPA and major choice (2012, background): “28The higher proportion of females relative to males leaving sciences is an empirical regularity that has been analyzed in Carrell et al. (2010).”
Gender Differences in Recognition for Group Work (2020, background): “3 In academia in particular, studies have pointed to both supply-side factors, including differences in subject matter interest (Dynan and Rouse, 1997) and the availability of role models (Carrell et al., 2010; Hale and Regev, 2014); demand-side factors, such as implicit bias (Moss-Racusin et al.”
The Effect of Teacher Gender on Students’ Academic and Noncognitive Outcomes (2017, methodology): “Regarding teacher 14 Carrell, Page, and West (2010) also analyze a teacher’s value added to distinguish teacher gender effects from other teacher characteristic effects.”
Gender, ethnicity and teaching evaluations: Evidence from mixed teaching teams (2016, background): “Carrell et al. (2010) demonstrate that in science, technology, engineering, and mathematics the gender of teachers has a considerable impact on female students' performance but not on male students.”
If You’re So Smart, Why Aren’t You the Boss? Explaining the Persistent Vertical Gender Gap in Management (2011, background): “Although women’s representation among graduates of STEM fields doubled, in 2004 women constituted only 25 percent of the STEM workforce (Carrell, Page, and West 2009).”
College Major Choice and the Gender Gap (2013, background): “…to enter science and engineering academia, since there is evidence that indicates that gender differences in preferences are mutable (Spencer et al. 1999), and that female professors may change female students’ beliefs and preferences toward science and engineering (Carrell, Page, and West 2010).”