The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students

Hani Mansour (), Daniel I. Rees (), Bryson Rintala () and Nathan Wozny
Additional contact information
Daniel I. Rees: Universidad Carlos III de Madrid

No 11820, IZA Discussion Papers from Institute of Labor Economics (IZA)

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. We 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, we examine the effects of being assigned female math and science professors on occupation and postgraduate education. We find 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: STEM occupational choice; post-graduate education; gender gap (search for similar items in EconPapers)
JEL-codes: I20 J16 J24 (search for similar items in EconPapers)
Pages: 61 pages
Date: 2018-09
New Economics Papers: this item is included in nep-gen and nep-lab
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Citations: View citations in EconPapers (5)

Published - published in: Industrial and Labor Relations Review, 2022, 75 (3), 693 - 715

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Related works:
Journal Article: The Effects of Professor Gender on the Postgraduation Outcomes of Female Students (2022)
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)
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