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Implicit Stereotypes: Evidence from Teachers' Gender Bias

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  • Carlana, Michela

    () (Harvard Kennedy School)

Abstract

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.

Suggested Citation

  • Carlana, Michela, 2018. "Implicit Stereotypes: Evidence from Teachers' Gender Bias," IZA Discussion Papers 11659, Institute for the Study of Labor (IZA).
  • Handle: RePEc:iza:izadps:dp11659
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    More about this item

    Keywords

    gender; math; teachers; implicit stereotypes; IAT; self-confidence; track choice;

    JEL classification:

    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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