Do gender stereotypes reduce girls' or boys' human capital outcomes? Evidence from a natural experiment

By Victor Lavy. 2008

315 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9a119cee90d9efc01f9703d7a27c1d94ec21cfe0

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In Gender Studies

Citations in the corpus

Can Gender Parity Break the Glass Ceiling?: Evidence from a Repeated Randomized Experiment (2010, background): “Lavy (2008) compares data on blind and non-blind scores that high school students receive on matriculation exams in their senior year in Israel and finds that the grades obtained in non-blind tests are sensitive to the characteristics of evaluators.”
Gender Discrimination and Evaluators’ Gender: Evidence from Italian Academia (2015, unknown): “context, Lavy (2008), analyzing the existence of gender discrimination in teachers’ evaluation of students comparing results in a blind and in a non-blind test, shows that the gender bias is sensitive to the gender of evaluators, but the direction of the effect varies across disciplines.”
Men, women and STEM: Why the differences and what should be done? (2020, result): “For example, one study found that French middleschool teachers favour girls in maths assessments (Terrier, 2020), while another found that Israeli high school teachers favour girls in assessments in both the sciences and the humanities (Lavy, 2008).”
GENDER DIFFERENCES IN RESPONSE TO BIG STAKES (2016, background): “Some noteworthy examples are Cornwell, Mustard, and Van Parys (2013), Lavy (2008), and Örs, Palomino and Peyrache (2013).”
Competitive Pressure Widens the Gender Gap in Performance: Evidence from a Two-stage Competition in Mathematics (2019, background): “For example, Lavy (2008) and Cornwell, Mustard, and Van Parys (2011) conclude that school teachers discriminate in favor of girls when grading.”
Performance Gender Gap: Does Competition Matter? (2013, unknown): “Lavy ð2008bÞ examines the effects of a rankorder tournament among mathematics and language teachers with important cash prizes that are based on the performances of their students.”
Gender Differences in Education (2012, background): “In particular, Lavy (2008) finds that in Israeli high schools boys score higher grades in blind-tests where the gender of the student is not revealed than in non-blind tests where the grader observes the gender.”
Gender Stereotypes in the Classroom and Effects on Achievement (2017, background): “Biases on the part of teachers can also manifest through discrimination in grading (either against or in favor of girls), and this can affect student achievement and choices (Lavy & Sand, 2015; Terrier, 2015; Lavy, 2008).”
In a Small Moment: Class Size and Moral Hazard in the Italian Mezzogiorno (2016, unknown): “…external examiners, a costly effort that our findings suggest may nevertheless be worthwhile.14 Another reason to favor external anonymous exam grading is the possibility of gender and ethnicity bias (as documented in Lavy, 2008; Lavy and Sand, 2015; Terrier, 2015; and Greaves and Burgess, 2013).”
Experimental Evidence on Teachers’ Racial Bias in Student Evaluation: The Role of Grading Scales (2020, background): “, the grader was not aware of the student’s identity) to gender differences on (often separate) exams that were scored with knowledge of the student’s identity (Falch & Naper, 2013; Hinnerich et al., 2011; Lavy, 2008; Protivinsky & Munich, 2018; Rangvid, 2018; Terrier, 2016).”
MISBEHAVIOR, EDUCATION, AND LABOR MARKET OUTCOMES (2013, unknown): “There is evidence in the literature suggesting that teacher race and gender may bias their evaluation of some students (e.g., Dee 2007; Lavy 2008).”
Boys lag behind: How teachers’ gender biases affect student achievement (2020, unknown): “Thanks to the first-difference specification, the simple difference NB B( )i i1 1 becomes a double difference NB B NB B( ) ( ),G G B B1 1 1 1 a frequent measure of gender biases in teachers’ grades (Breda & Ly, 2015; Falch & Naper, 2013; Goldin & Rouse, 2000; Lavy, 2008).”
Does Race Matter for Police Use of Force? Evidence from 911 Calls (2020, unknown): “…housing, and product markets (e.g., Feld, Slamanca, and Hamermesh, 2015; Ayres and Siegelman, 1995; Dahl and Moretti, 2008; Goldin and Rouse, 2000; Lavy, 2008; Neumark, Bank, and van Nort, 1996; Moss-Racusin, Corinne, Dovidio, Brescoll, Graham, and Handelsman, 2012; Price and Wolfers, 2010;…”
Human Capital Development (2010, unknown): “Sections VI and VII tackle the microeconomic aspects of human capital, with Section VI discussing micro-level empirical findings on returns to education, and Section VII dealing with the issue of labor market mismatch.”
Same Work, Lower Grade? Student Ethnicity and Teachers’ Subjective Assessments (2011, background): “Previous research suggests that biases in teachers’ grading practices resulting from these factors may harm certain groups of students, depending on their sex, ethnicity, or socioeconomic status (Burgess & Graves, 2009; Dee, 2004, 2007; Figlio, 2005; Hanna & Linden, 2009; Lavy, 2008; Lindahl, 2007; ”