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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
    as

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    References listed on IDEAS

    as
    1. Paredes, Valentina, 2014. "A teacher like me or a student like me? Role model versus teacher bias effect," Economics of Education Review, Elsevier, vol. 39(C), pages 38-49.
    2. Florian Hoffmann & Philip Oreopoulos, 2009. "A Professor Like Me: The Influence of Instructor Gender on College Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 44(2).
    3. Ronald G. Ehrenberg & Daniel D. Goldhaber & Dominic J. Brewer, 1995. "Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988," ILR Review, Cornell University, ILR School, vol. 48(3), pages 547-561, April.
    4. Amanda L. Griffith, 2014. "Faculty Gender in the College Classroom: Does It Matter for Achievement and Major Choice?," Southern Economic Journal, Southern Economic Association, vol. 81(1), pages 211-231, July.
    5. Kevin N. Rask & Elizabeth M. Bailey, 2002. "Are Faculty Role Models? Evidence from Major Choice in an Undergraduate Institution," The Journal of Economic Education, Taylor & Francis Journals, vol. 33(2), pages 99-124, June.
    6. Hoffman, Florian & Oreopoulos, Philip, 2009. "A Professor Like Me: Influence of Professor Gender on University Achievement," CLSSRN working papers clsrn_admin-2009-13, Vancouver School of Economics, revised 02 Feb 2009.
    7. Benjamin Artz & David M. Welsch, 2014. "The Effect of Peer and Professor Gender on College Student Performance," Southern Economic Journal, Southern Economic Association, vol. 80(3), pages 816-838, January.
    8. David Neumark & Rosella Gardecki, 1998. "Women Helping Women? Role Model and Mentoring Effects on Female Ph.D. Students in Economics," Journal of Human Resources, University of Wisconsin Press, vol. 33(1), pages 220-246.
    9. John Ashworth & J. Lynne Evans, 2001. "Modeling Student Subject Choice at Secondary and Tertiary Level: A Cross-Section Study," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(4), pages 311-320, January.
    Full references (including those not matched with items on IDEAS)

    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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