IMPLICIT STEREOTYPES: EVIDENCE FROM TEACHERS’ GENDER BIAS
IMPLICIT STEREOTYPES: EVIDENCE FROM TEACHERS’ GENDER BIAS
About this item
Full title
Author / Creator
Publisher
Oxford University Press
Journal title
Language
English
Formats
Publication information
Publisher
Oxford University Press
More information
Scope and Contents
Contents
I study whether exposure to teacher stereotypes, as measured by the Gender-Science Implicit Association Test, affects student achievement. I provide evidence that the gender gap in math performance, defined as the score of boys minus the score of girls in standardized tests, substantially increases when students are assigned to math teachers with s...
Alternative Titles
Full title
IMPLICIT STEREOTYPES: EVIDENCE FROM TEACHERS’ GENDER BIAS
Authors, Artists and Contributors
Author / Creator
Identifiers
Primary Identifiers
Record Identifier
TN_cdi_crossref_primary_10_1093_qje_qjz008
Permalink
https://devfeature-collection.sl.nsw.gov.au/record/TN_cdi_crossref_primary_10_1093_qje_qjz008
Other Identifiers
ISSN
0033-5533
E-ISSN
1531-4650
DOI
10.1093/qje/qjz008
