%0 Report
        %A Goulas, Sofoklis
%A Gunawardena, Bhagya N.
%A Megalokonomou, Rigissa
%A Zenou, Yves
        %T Gender Role Models in Education
        %D 2024
        %8 2024 Sep
        %I Institute of Labor Economics (IZA)
        %C Bonn
        %7 IZA Discussion Paper
        %N 17271
        %U https://www.iza.org/publications/dp17271
        %X Using Greek administrative data, we examine the impact of being randomly assigned to a classroom with a same-gender top-performing student on both short- and long-term educational outcomes. These top performers are tasked with keeping classroom attendance records, which positions them as role models. Both male and female students are influenced by the performance of a same-gender top performer and experience both spillover and conformist effects. However, only female students show significant positive effects from the presence of a same-gender role model. Specifically, female students improved their science test scores by 4 percent of a standard deviation, were 2.5 percentage points more likely to choose a STEM track, and were more likely to apply for and enroll in a STEM university degree 3 years later. These effects were most pronounced in lower-income neighborhoods. Our findings suggest that same-gender peer role models could reduce the underrepresentation of qualified females in STEM fields by approximately 3 percent. We further validate our findings through a lab-in-the-field experiment, in which students rated the perceived influence of randomized hypothetical top-performer profiles. The results suggest that the influence of same-gender top performers is primarily driven by exposure-related factors (increased perception of distinction feasibility and self-confidence) rather than direct interactions.
        %K role models
%K random peer group formation
%K natural experiment
%K lab-in-the-field experiment
%K gender gap
%K self-confidence
%K STEM