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

Sofoklis Goulas (), Rigissa Megalokonomou () and Panagiotis Sotirakopoulos
Additional contact information
Sofoklis Goulas: Brookings Institution
Rigissa Megalokonomou: Monash University

No 17733, IZA Discussion Papers from Institute of Labor Economics (IZA)

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 boys (?= 0.289; p

Keywords: teacher gender stereotypes; peer role models; randomized controlled trial; STEM (search for similar items in EconPapers)
JEL-codes: C90 D83 I21 I24 J16 (search for similar items in EconPapers)
Date: 2025-02
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Journal Article: Top-performing girls are more impactful peer role models than boys, teachers say (2025)
Working Paper: Top-Performing Girls Are More Impactful Peer Role Models than Boys, Teachers Say (2025)
Working Paper: Top-performing Girls are more Impactful Peer Role Models than Boys, Teachers Say (2025)
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