Econ Papers Daily / 期刊论文
教师性别刻板印象对劳动力结果的长期影响
The long-term effects of teachers’ gender stereotypes on labor outcomes
摘要
This paper links a teacher-level measure of gender-stereotyped grading—validated against their Implicit Association Test (IAT) scores—to the later schooling and labor-market outcomes of 1.6 million Peruvian students. Exposure to a more stereotyped teacher widens the gender gaps in high-school completion, formal-sector employment, and earnings, driven by boys’ lasting gains rather than by girls’ smaller, short-lived losses. A single year with a math teacher one standard deviation more stereotyped than average raises boys’ on-time graduation by 0.9 percentage points and lowers girls’ by 0.6. Over the five years after high school (ages 17–22), it raises boys’ formal employment by 4%–12% of the mean employment rate and widens the gender pay gap by about 11% in the first two years, while girls’ losses fade thereafter. These effects run through high-school completion, not test scores or college enrollment. The widening gap in male-dominated industries mainly reflects men’s entry rather than women’s exit, and students show little sign of adopting the stereotypes themselves. Where structural barriers already constrain access to higher education, teachers’ stereotypes shape who finishes school and their early labor-market outcomes, rather than who reaches college.
中文摘要
本文将一种教师层面的性别刻板评分衡量指标——该指标已通过其内隐联想测验（IAT）得分得到验证——与160万名秘鲁学生后来的学校教育和劳动力市场结果联系起来。接触更刻板的教师会扩大高中毕业、正规部门就业和收入方面的性别差距，其驱动因素是男孩的持久收益，而非女孩较小且短暂的损失。与平均水平相比，数学教师的刻板程度高出1个标准差，仅一年就会使男孩按时毕业率提高0.9个百分点，使女孩降低0.6个百分点。在高中毕业后的五年内（17—22岁），这会使男孩的正规就业率提高平均就业率的4%—12%，并在头两年使性别薪酬差距扩大约11%，而女孩的损失此后逐渐消失。这些效应通过高中毕业发挥作用，而非通过考试成绩或大学入学。男性主导行业中差距的扩大主要反映男性的进入，而非女性的退出，且学生几乎没有表现出自身采纳这些刻板印象的迹象。在结构性障碍已经限制高等教育机会的情况下，教师的刻板印象塑造的是谁完成学业及其早期劳动力市场结果，而不是谁进入大学。