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On the origins of gender gaps in human capital: Short- and long-term consequences of teachers' biases

机译:关于人力资本中性别差距的根源:教师偏见的短期和长期后果

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摘要

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. (C) 2018 Elsevier B.V. All rights reserved.
机译:我们估计了小学教师性别偏见对初中和高中男女生学业成绩的影响,以及对以色列特拉维夫高中数学和科学高级课程选择的影响。我们使用班级性别差异来衡量偏见,该差异由教师评分的学校考试与由外部考官盲目评分的国家考试之间的分数构成。为了进行识别,我们依靠老师和学生在小学班级中的随机分配。我们的结果表明,分配给偏爱女孩(男孩)的老师对女孩(男孩)的成绩有积极影响。这种性别偏见也对高中高级数学课程中女孩(男孩)的入学率产生积极影响。这些结果表明,教师在学校早期阶段的偏见行为对职业选择和成年后的收入具有长期影响,因为高中数学和科学高级课程的入学是工程学,计算机科学大专学历的前提条件等等。 (C)2018 Elsevier B.V.保留所有权利。

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