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Can Female Doctors Cure the Gender STEMM Gap? Evidence from Exogenously Assigned General Practitioners

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  • Julie Riise
  • Barton Willage
  • Alexander Willen

Abstract

We use exogenously assigned general practitioners to study the effects of female role models on girls' educational outcomes. Girls who are exposed to female general practitioners are more likely to sort into male-dominated education programs in high school, most notably science, technology, engineering, mathematics, and medicine (STEMM). These effects persist as they enter college and select majors. The effects are larger for high-ability girls with low-educated mothers, suggesting that female role models improve intergenerational mobility and narrow the gifted gap. This demonstrates that role model effects in education need not involve individuals in the classroom but can arise due to everyday interactions with medical professionals.

Suggested Citation

  • Julie Riise & Barton Willage & Alexander Willen, 2022. "Can Female Doctors Cure the Gender STEMM Gap? Evidence from Exogenously Assigned General Practitioners," The Review of Economics and Statistics, MIT Press, vol. 104(4), pages 621-635, October.
    • Handle: RePEc:tpr:restat:v:104:y:2022:i:4:p:621-635
    DOI: 10.1162/rest_a_00975
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    Cited by:

    1. Speer, Jamin D., 2023. "Bye bye Ms. American Sci: Women and the leaky STEM pipeline," Economics of Education Review, Elsevier, vol. 93(C).
    2. Arve, Malin & Valasek, Justin, 2023. "Underrepresentation, Quotas and Quality: A dynamic argument for reform," Discussion Paper Series in Economics 8/2023, Norwegian School of Economics, Department of Economics.
    3. Willén, Alexander & Willage, Barton & Riise, Julie, 2022. "Employment Protection and Child Development," Discussion Paper Series in Economics 19/2022, Norwegian School of Economics, Department of Economics.

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