Top-performing Girls are more Impactful Peer Role Models than Boys, Teachers Say

Sofoklis Goulas (), Rigissa Megalokonomou () and Panagiotis Sotirakopoulos
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Sofoklis Goulas: Economic Studies, Brookings Institution, USA, and IZA
Rigissa Megalokonomou: Department of Economics, Monash University, Australia, IZA, and CESifo

No 2025-02, Monash Economics Working Papers from Monash University, Department of Economics

Abstract: We examine teachers’ perceptions toward top performing students and their role model influence on others in an online survey-based experiment. We randomly expose teachers to profiles of top performing students and inquire whether they consider the profiled top performers to be influential role models. These profiles varied by gender and field of study (STEM or Non-STEM). Our findings show that teachers perceive top-performing girls as more influential peer role models compared to top-performing boys (βˆ = 0.289; p

Keywords: teacher gender stereotypes; randomized controlled trial; peer role models; STEM (search for similar items in EconPapers)
JEL-codes: C90 D83 I21 I24 J16 (search for similar items in EconPapers)
Date: 2025-02
New Economics Papers: this item is included in nep-exp and nep-gen
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Journal Article: Top-performing girls are more impactful peer role models than boys, teachers say (2025)
Working Paper: Top-Performing Girls Are More Impactful Peer Role Models than Boys, Teachers Say (2025)
Working Paper: Top-Performing Girls Are More Impactful Peer Role Models than Boys, Teachers Say (2025)
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