The Effects of Professor Gender on the Postgraduation Outcomes of Female Students

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

ILR Review, 2022, vol. 75, issue 3, 693-715

Abstract: Although women earn approximately 50% of science, technology, engineering, and math (STEM) bachelor’s degrees, more than 70% of scientists and engineers are men. The authors 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, they examine the effects of being assigned female math and science professors on occupation choice and postgraduate education. The results indicate 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.

Keywords: gender gap; STEM occupations; postsecondary education; occupational segregation; female professors (search for similar items in EconPapers)
Date: 2022
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Citations: View citations in EconPapers (3)

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Related works:
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 (2020)
Working Paper: The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students (2018)
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Persistent link: https://EconPapers.repec.org/RePEc:sae:ilrrev:v:75:y:2022:i:3:p:693-715

DOI: 10.1177/0019793921994832

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