Gender Stereotypes in the Classroom and Effects on Achievement

By Sule Alan, Seda Ertac, Ipek Mumcu. Review of Economics and Statistics, 2017

140 citations recorded by the source corpus.

Abstract We study the effect of elementary school teachers’ beliefs about gender roles on student achievement. We exploit a natural experiment where teachers are prevented from self-selecting into schools, and, conditional on school, students are allocated to teachers randomly. We show that girls who are taught for longer than a year by teachers with traditional gender views have lower performance in objective math and verbal tests, and this effect is amplified with longer exposure to the same teacher. We find no effect on boys. We show that the effect is partly mediated by teachers’ transmitting traditional beliefs to girls.

Subfields: Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/e24f8c025468680afeda29fb4ab508905406acaf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Michela Carlana
2. Camille Terrier
3. Anna Lusardi
4. L. Bottazzi

In Gender Studies

1. Michela Carlana
2. Camille Terrier
3. Anna Lusardi
4. L. Bottazzi

Citations in the corpus

• Implicit Stereotypes: Evidence from Teachers’ Gender Bias* (2019, background): “…economics literature analyzing the impact of gender stereotypes of teachers on student outcomes has mainly focused on either self-reported measures (Alan et al., 2018) or bias in grading, i.e. the gender differences in grades given in blind vs. open evaluations (Lavy and Sand, 2015; Terrier, 2015;…”