Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/305773 
Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 17331
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
We randomly assign student profiles to teachers and elicit teachers' beliefs about the student's likelihood of success in alternative high school tracks. We document a large and statistically significant gradient in teachers' beliefs about students' high school prospects with respect to students' socioeconomic background (SEB), ceteris paribus. We find that this gradient varies with teacher's personality, a hard-to-observe and understudied teacher trait. Specifically, higher levels of teacher's extraversion and openness are associated with a steeper negative SEB gradient in teachers' beliefs about students' success prospects in an academic track. Conversely, more conscientious and agreeable teachers assign to low-SEB students, on average, a higher probability of success in a vocational track. We discuss some policy implications of our findings.
Schlagwörter: 
teachers' beliefs and personality
choice of high school tracks
Italy
JEL: 
I20
I24
Dokumentart: 
Working Paper

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