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Gender Stereotypes in the Classroom and Effects on Achievement

Author

Listed:
  • Sule Alan

    (University of Essex)

  • Seda Ertac

    (Koc University)

  • Ipek Mumcu

    (University of Essex)

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.

Suggested Citation

  • Sule Alan & Seda Ertac & Ipek Mumcu, 2018. "Gender Stereotypes in the Classroom and Effects on Achievement," The Review of Economics and Statistics, MIT Press, vol. 100(5), pages 876-890, December.
    • Handle: RePEc:tpr:restat:v:100:y:2018:i:5:p:876-890
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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/rest_a_00756
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • 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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