Implicit Stereotypes: Evidence from Teachers’ Gender Bias*
研究教师对性别与数学关联的隐性刻板印象如何影响学生成绩，发现数学教师偏见会扩大数学成绩的性别差距，降低女生自信并导致其选择要求较低的高中。
Abstract 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 stronger gender stereotypes. Teacher stereotypes induce girls to underperform in math and self-select into less demanding high schools, following the track recommendation of their teachers. These effects are at least partially driven by lower self-confidence on math ability of girls exposed to gender-biased teachers. Stereotypes impair the test performance of girls, who end up failing to achieve their full potential. I do not detect statistically significant effects on student outcomes of literature teacher stereotypes.