The Short- and the Long-Run Impact of Gender-Biased Teachers

Abstract

We examine the persistence of teachers’ gender biases by following teachers over time in different classes. We find a very high correlation of gender biases for teachers across their classes. We find a substantial impact of gender bias on student performance in university admissions exams, choice of university field of study, and quality of the enrolled program. The effects on university choice outcomes are larger for girls, explaining some gender differences in STEM majors. Teachers with lower value-added are also more likely to be gender biased. (JEL I21, I23, J16, J24, J45)