Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/314571 
Erscheinungsjahr: 
2025
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 17674
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
Teachers' stereotypical assessments widen the gender gap in earnings and formal sector employment after high school graduation, with lasting positive effects for men and shorter-term negative effects for women. Exposure to these assessments throughout high school disproportionately affects women's graduation, employment, working hours, and earnings during late adolescence and early adulthood. Implicit Association Test scores collected through a survey indicate that students from both genders internalize stereotypes about math and language skills. Stereotyped teachers also deter females from entering male-dominated occupations. I find no evidence that these assessments affect college application or enrollment outcomes for students, irrespective of gender.
Schlagwörter: 
gender stereotypes
gender pay gap
value-added
math
JEL: 
J16
J24
I24
J71
Dokumentart: 
Working Paper

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