Male pupils taught by female homeroom teachers show higher preference for Corporate Social Responsibility in adulthood

Material type: 文書・図像類

Author: Yamamura, Eijiほか

Publisher: Graduate School of Economics and Osaka School of International Public Policy (OSIPP), Osaka University

Publication date: 2018-07

Material Format: Paper

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Note (General)：: On the demand side, we test how early childhood education creates preferences for Corporate Social Responsibility (CSR) through teacher-student gender...

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Paper

Material Type: 文書・図像類
Title: Male pupils taught by female homeroom teachers show higher preference for Corporate Social Responsibility in adulthood
Author/Editor: Yamamura, Eiji
Tsutsui, Yoshiro
Managi, Shunsuke
Author Heading: Yamamura, Eiji
https://nrid.nii.ac.jp/nrid/1000020368971
Tsutsui, Yoshiro
https://nrid.nii.ac.jp/nrid/1000050163845
Managi, Shunsuke
https://nrid.nii.ac.jp/nrid/1000070372456
Publication, Distribution, etc.: Graduate School of Economics and Osaka School of International Public Policy (OSIPP), Osaka University
Publication Date: 2018-07
Publication Date (W3CDTF): 2018-07
Periodical title: Discussion Papers In Economics And Business
No. or year of volume/issue: 18-21
Volume: 18-21
Pages: 1-39
Text Language Code: eng
Subject Heading: Gender difference
Female socialization
Teacher–Student Gender Matches
Corporate Social Responsibility
ESG
Target Audience: 一般
Note (General): On the demand side, we test how early childhood education creates preferences for Corporate Social Responsibility (CSR) through teacher-student gender randommatching. Using originally collected individual-level data, we examine how female teachers in elementary school influence students’ CSR stated preferences in their adulthood. In a quasi-natural experiment setting, our major findings are: (1) female teachers affect pupils’ preferences for corporate responsibility later in life, (2) the effect of a female teacher is robust if she was a class teacher in first grade, (3) the effect of a female teacher is observed only for different-gender pupils but not for same-gender ones. These findings imply that the gender gap in adulthood is reduced by matching female teachers with male students in earlier years. We examine and support the female socialization hypothesis.
References (URI): http://www2.econ.osaka-u.ac.jp/library/global/dp/1821.pdf
URI
http://www2.econ.osaka-u.ac.jp/library/global/dp/1821.pdf
Data Provider (Database): 国立情報学研究所 : 学術機関リポジトリデータベース（IRDB）（機関リポジトリ）
https://irdb.nii.ac.jp
Original Data Provider (Database): 大阪大学 : 大阪大学学術情報庫　桜華