Can Female Doctors Cure the Gender STEMM Gap? Evidence from Exogenously Assigned General Practitioners

Abstract We use exogenously assigned general practitioners to study the effects of female role models on girls' educational outcomes. Girls who are exposed more likely sort into male-dominated education programs in high school, most notably science, technology, engineering, mathematics, and medicine (STEMM). These persist as they enter college select majors. The larger for high-ability girls with low-educated mothers, suggesting that improve intergenerational mobility narrow gifted gap. This demonstrates model need not involve individuals classroom but can arise due everyday interactions medical professionals.