TY  - RPRT
        AU  - Goulas, Sofoklis
AU  - Gunawardena, Bhagya N.
AU  - Megalokonomou, Rigissa
AU  - Zenou, Yves
        TI  - Gender Role Models in Education
        PY  - 2024/Sep/
        PB  - Institute of Labor Economics (IZA)
        CY  - Bonn
        T2  - IZA Discussion Paper
        IS  - 17271
        UR  - https://www.iza.org/publications/dp17271
        AB  - 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.
        KW  - role models
KW  - random peer group formation
KW  - natural experiment
KW  - lab-in-the-field experiment
KW  - gender gap
KW  - self-confidence
KW  - STEM
        ER  -