Working Paper: NBER ID: w27818
Authors: Eliana Avitzour; Adi Choen; Daphna Joel; Victor Lavy
Abstract: This study examines the role of implicit and explicit stereotypes behind gender-discriminatory behavior. The empirical context is the grading discriminatory behavior of math teachers in experimental settings. Previous observational studies demonstrated that math teachers show gender bias when grading papers. The mechanisms behind this behavior are mostly unexplored. We asked teachers to grade gender-manipulated exam papers and measured their grading behavior and implicit and explicit gender stereotypes. We found that implicit gender stereotypes and underestimating own implicit stereotypes were associated with boy-favoring grading behavior. Reducing implicit gender stereotypes and exposing teachers to their implicit biases may promote gender equality in schools.
Keywords: gender bias; implicit stereotypes; education; STEM
JEL Codes: J16
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| implicit gender stereotypes (J16) | boy-favoring grading behavior (C92) |
| underestimation of implicit stereotypes (J15) | boy-favoring grading behavior (C92) |
| reducing implicit gender stereotypes (J16) | decrease in discriminatory behavior (J79) |
| underestimating implicit stereotypes (D91) | pro-male discrimination (J71) |
| awareness of implicit biases (D91) | decrease in discriminatory behavior (J79) |
| implicit stereotypes (J15) | discriminatory behavior (J71) |
| explicit stereotypes (J16) | grading behavior (C92) |