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Teacher Characteristics, Student Beliefs and the Gender Gap in STEM Fields

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  • Dario Sansone

    (Georgetown University)

Abstract

This paper investigates how to reduce the gender gap in STEM fields in the US. It quantifies the impact of high-school teachers’ gender, beliefs and behavior on students’ beliefs about girls’ abilities in math and science. Furthermore, it shows that such beliefs affect female students’ decision to take advanced math and science classes in high school, as well as their intentions to choose a STEM major once freshman in college.

Suggested Citation

  • Dario Sansone, 2016. "Teacher Characteristics, Student Beliefs and the Gender Gap in STEM Fields," CeRP Working Papers 165, Center for Research on Pensions and Welfare Policies, Turin (Italy).
    • Handle: RePEc:crp:wpaper:165
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    File URL: http://www.cerp.carloalberto.org/wp-content/uploads/2016/10/WP_165.pdf
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    Cited by:

    1. Limor Gabay-Egozi & Lloyd Grieger & Natalie Nitsche, 2020. "In my brother’s footstep or shadow? Siblings’ compositional characteristics and gender differences in STEM major," MPIDR Working Papers WP-2020-031, Max Planck Institute for Demographic Research, Rostock, Germany.

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