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The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students

Author

Listed:
  • Mansour, Hani

    () (University of Colorado Denver)

  • Rees, Daniel I.

    () (University of Colorado Denver)

  • Rintala, Bryson

    ()

  • Wozny, Nathan

    () (U.S. Air Force Academy)

Abstract

Although women earn approximately 50% of science, technology, engineering and math (STEM) bachelor's degrees, more than 70% of scientists and engineers are men. We explore a potential determinant of this STEM gender gap using newly collected data on the career trajectories of United States Air Force Academy students. Specifically, we examine the effects of being assigned female math and science professors on occupation and postgraduate education. We find that, among high-ability female students, being assigned a female professor leads to substantial increases in the probability of working in a STEM occupation and the probability of receiving a STEM master's degree.

Suggested Citation

  • Mansour, Hani & Rees, Daniel I. & Rintala, Bryson & Wozny, Nathan, 2018. "The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students," IZA Discussion Papers 11820, Institute for the Study of Labor (IZA).
  • Handle: RePEc:iza:izadps:dp11820
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    More about this item

    Keywords

    gender gap; STEM occupational choice; post-graduate education;

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • 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

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