Role Models, the Formation of Beliefs, and Girls' Math Ability

• In Event: Marriott Roundtable Session 22
  In Roundtable Session: Improving Participation, Attitudes, and Outcomes in STEM

Abstract

Beliefs about ability determine the level of investment in oneself. Stereotypes can erroneously reduce perceived ability and thus affect investment in skills and later life outcomes. In this paper, we show evidence that role models, in the form of female math teachers, can counter the effects of stereotypes on girls' perceptions of their math ability. In our setting, there is both random assignment of students to classes and widespread negative stereotypes about girls’ ability in math. We find that, for girls who perceive themselves to be of low ability, being assigned a female math teacher causes large positive changes in beliefs, aspirations, investment, and performance. We show evidence against the possibility that female teacher effort or skill drives these effects.

Authors

• Alex Eble, Teachers College, Columbia University

• Feng Hu, University of Science and Technology Beijing