具有性别偏见的教师的短期与长期影响
The Short- and the Long-Run Impact of Gender-Biased Teachers
American Economic Journal: Applied Economics · 2024 · [{"name": "Victor Lavy", "affiliation": ["Hebrew University of Jerusalem", "University of Warwick"]}, {"name": "Rigissa Megalokonomou", "affiliation": ["The University of Queensland", "Monash University"]}]
中文摘要
我们通过追踪教师在不同时期、不同班级中的表现，考察教师性别偏见的持续性。我们发现，同一教师在不同班级中表现出的性别偏见高度相关。性别偏见对学生的大学入学考试成绩、大学专业选择以及所就读项目的质量均有显著影响。其对大学选择结果的影响对女生更大，这在一定程度上解释了STEM专业中的部分性别差异。增值较低的教师也更有可能存在性别偏见。（JEL I21、I23、J16、J24、J45）
Abstract
We examine the persistence of teachers’ gender biases by following teachers over time in different classes. We find a very high correlation of gender biases for teachers across their classes. We find a substantial impact of gender bias on student performance in university admissions exams, choice of university field of study, and quality of the enrolled program. The effects on university choice outcomes are larger for girls, explaining some gender differences in STEM majors. Teachers with lower value-added are also more likely to be gender biased. (JEL I21, I23, J16, J24, J45)