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Gender Stereotypes in the Classroom and Effects on Achievement

Sule Alan,
Seda Ertac,
Ipek Mumcu

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.

Keywords
gender stereotypes; gender role beliefs; achievement; teaching practices
Education level
K-12 Education
Topics
Student Learning
Tags
Educator perceptions,
Elementary schools
Download 11/2019
Online Appendix
Document Object Identifier (DOI)
10.26300/3w06-kw30
EdWorkingPaper suggested citation:
Alan, Sule, Seda Ertac, and Ipek Mumcu. (). Gender Stereotypes in the Classroom and Effects on Achievement. (EdWorkingPaper: -164). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/3w06-kw30

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