Gender Role Models in Education

Sofoklis Goulas, Bhagya Gunawardena, Rigissa Megalokonomou and Yves Zenou

No 19432, CEPR Discussion Papers from C.E.P.R. Discussion Papers

Abstract: Using Greek administrative data, we examine the impact of being randomly assigned to a classroom with a same-gender top-performing student on both short- and long-term educational outcomes. These top performers are tasked with keeping classroom attendance records, which positions them as role models. Both male and female students are influenced by the performance of a same-gender top performer and experience both spillover and conformist effects. However, only female students show significant positive effects from the presence of a same-gender role model. Specifically, female students improved their science test scores by 4 percent of a standard deviation, were 2.5 percentage points more likely to choose a STEM track, and were more likely to apply for and enrol in a STEM university degree 3 years later. These effects were most pronounced in lower-income neighbourhoods. Our findings suggest that same-gender peer role models could reduce the underrepresentation of qualified females in STEM fields by approximately 3 percent. We further validate our findings through a lab-in-the-field experiment, in which students rated the perceived influence of randomized hypothetical top-performer profiles. The results suggest that the influence of same-gender top performers is primarily driven by exposure-related factors (increased perception of distinction feasibility and self-confidence) rather than direct interactions.

JEL-codes: I24 J16 J21 J24 (search for similar items in EconPapers)
Date: 2024-09
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Working Paper: Gender Role Models in Education (2024)
Working Paper: Gender Role Models in Education (2024)
Working Paper: Gender Role Models in Education (2024)
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