TY - JOUR
T1 - On the origins of gender gaps in human capital
T2 - Short- and long-term consequences of teachers' biases
AU - Lavy, Victor
AU - Sand, Edith
N1 - Publisher Copyright:
© 2018 Elsevier B.V.
PY - 2018/11
Y1 - 2018/11
N2 - We estimate the effect of primary school teachers' gender biases on boys' and girls' academic achievements during middle and high school and on the choice of advanced level courses in math and sciences during high school in Tel-Aviv, Israel. We measure bias using class-gender differences in scores between school exams graded by teachers and national exams graded blindly by external examiners. For identification, we rely on the random assignment of teachers and students to classes in primary schools. Our results suggest that assignment to a teacher with a greater bias in favor of girls (boys) has positive effects on girls' (boys') achievements. Such gender biases have also positive impact on girls' (boys') enrollment in advanced level math courses in high school. These results suggest that teachers' biased behavior at early stages of schooling has long run implications for occupational choices and earnings at adulthood, because enrollment in advanced courses in math and science in high school is a prerequisite for post-secondary schooling in engineering, computer science and so on.
AB - We estimate the effect of primary school teachers' gender biases on boys' and girls' academic achievements during middle and high school and on the choice of advanced level courses in math and sciences during high school in Tel-Aviv, Israel. We measure bias using class-gender differences in scores between school exams graded by teachers and national exams graded blindly by external examiners. For identification, we rely on the random assignment of teachers and students to classes in primary schools. Our results suggest that assignment to a teacher with a greater bias in favor of girls (boys) has positive effects on girls' (boys') achievements. Such gender biases have also positive impact on girls' (boys') enrollment in advanced level math courses in high school. These results suggest that teachers' biased behavior at early stages of schooling has long run implications for occupational choices and earnings at adulthood, because enrollment in advanced courses in math and science in high school is a prerequisite for post-secondary schooling in engineering, computer science and so on.
KW - Teachers gender biases
UR - http://www.scopus.com/inward/record.url?scp=85055133386&partnerID=8YFLogxK
U2 - 10.1016/j.jpubeco.2018.09.007
DO - 10.1016/j.jpubeco.2018.09.007
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AN - SCOPUS:85055133386
SN - 0047-2727
VL - 167
SP - 263
EP - 279
JO - Journal of Public Economics
JF - Journal of Public Economics
ER -