Gender (Still) Matters in Business School

This research documents systematic gender performance differences (GPD) at a top business school using unique administrative data set and survey of students. The findings show that women’s grades are 11% standard deviation lower in quantitative courses than those men with similar academic aptitude demographics, men’s 23% nonquantitative comparable women. authors discuss test for different reasons to explain this finding. They female instructor significantly cuts down GPD by raising the relative In addition, instructors increase interest expectations these perceived as role models their These results provide support stereotype process faculty can serve powerful exemplars challenge stereotypes student achievement. several important implications schools society.