dc.contributor.author | Riise, Julie | |
dc.contributor.author | Willage, Barton | |
dc.contributor.author | Willen, Alexander L.P. | |
dc.date.accessioned | 2021-06-24T08:45:44Z | |
dc.date.available | 2021-06-24T08:45:44Z | |
dc.date.created | 2021-01-05T15:29:48Z | |
dc.date.issued | 2020 | |
dc.Published | Review of Economics and Statistics. 2020, . | |
dc.identifier.issn | 0034-6535 | |
dc.identifier.uri | https://hdl.handle.net/11250/2761043 | |
dc.description.abstract | We use exogenously-assigned general practitioners to study the effects of female role models on educational outcomes of girls. Girls who are exposed to female GPs are more likely to sort into male-dominated education programs in high school, most notably STEMM. These effects persist as females enter college and select majors. The effects are larger for high-ability girls with low educated mothers, suggesting that female role models improve intergenerational mobility and narrow the gifted gap. This demonstrates that role model effects in education need not involve individuals in the classroom, but can arise due to everyday interactions with medical professionals. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | MIT Press | en_US |
dc.title | Can Female Doctors Cure the Gender STEMM Gap? Evidence From Exogenously-Assigned General Practitioners | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | acceptedVersion | en_US |
dc.rights.holder | Copyright 2020 by the President and Fellows of Harvard College and the Massachusetts Institute of Technology. | en_US |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 2 | |
dc.identifier.doi | 10.1162/rest_a_00975 | |
dc.identifier.cristin | 1865804 | |
dc.source.journal | Review of Economics and Statistics | en_US |
dc.relation.project | Norges forskningsråd: 262675 | en_US |
dc.identifier.citation | Review of Economics and Statistics. 2020. | en_US |