Gender Stereotypes in the Classroom and Effects on Achievement
利用教师无法自我选择学校且学生随机分配的自然实验，发现持有传统性别观念的教师会降低女生的数学和语文成绩，且影响随暴露时间增加而增强，对男生无影响。
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.