Top-Performing Girls Are More Impactful Peer Role Models than Boys, Teachers Say

Sofoklis Goulas, Rigissa Megalokonomou and Panagiotis Sotirakopoulos

No 11710, CESifo Working Paper Series from CESifo

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 ( ß = 0.289; p

Keywords: teacher gender stereotypes; randomized controlled trial; peer role models; STEM (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.cesifo.org/DocDL/cesifo1_wp11710.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ces:ceswps:_11710

Access Statistics for this paper

More papers in CESifo Working Paper Series from CESifo Contact information at EDIRC.
Bibliographic data for series maintained by Klaus Wohlrabe ().