The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students

Hani Mansour (), Daniel Rees, Bryson M. Rintala and Nathan Wozny

No 26822, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: Although women earn approximately 50 percent of science, technology, engineering and math (STEM) bachelor’s degrees, more than 70 percent of scientists and engineers are men. We explore a potential determinant of this STEM gender gap using newly collected data on the career trajectories of United States Air Force Academy students. Specifically, we examine the effects of being assigned female math and science professors on occupation choice and postgraduate education. We find that, among high-ability female students, being assigned a female professor leads to substantial increases in the probability of working in a STEM occupation and the probability of receiving a STEM master’s degree.

JEL-codes: J16 J24 (search for similar items in EconPapers)
Date: 2020-03
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Published as Hani Mansour & Daniel I. Rees & Bryson M. Rintala & Nathan N. Wozny, 2022. "The Effects of Professor Gender on the Postgraduation Outcomes of Female Students," ILR Review, Cornell University, ILR School, vol. 75(3), pages 693-715, May.

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Journal Article: The Effects of Professor Gender on the Postgraduation Outcomes of Female Students (2022)
Working Paper: The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students (2022)
Working Paper: The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students (2018)
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