Why do women become teachers while men don’t?

Carroll David (), Jaai Parasnis and Max Tani
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Carroll David: Monash University, Clayton, Victoria, Australia

The B.E. Journal of Economic Analysis & Policy, 2021, vol. 21, issue 2, 793-823

Abstract: Across countries, almost all primary and pre-primary teachers are women while few men in the occupation tend to specialise in secondary schooling and administration. We investigate the decision to become a teacher versus alternative occupations for graduates in Australia over the past 15 years. We find that this gender distribution reflects relative returns in the labour market: women with bachelor qualifications receive higher returns in teaching, while similarly educated men enjoy substantially higher returns in other occupations. We also find evidence that schools which can, and do, make higher wage offers successfully attract more male teachers as well as more female teachers with a degree in science, technology, engineering, and mathematics. These results are consistent with the predictions of theoretical models of self-selection of intrinsically motivated workers.

Keywords: decomposition; education choice; occupational segregation; opportunity cost; teachers (search for similar items in EconPapers)
JEL-codes: I26 J16 J24 J31 (search for similar items in EconPapers)
Date: 2021
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Citations: View citations in EconPapers (4)

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DOI: 10.1515/bejeap-2020-0236

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