Abstract
Abstract Using independently collected individual-level data, this study examines the influence of learning in a female teacher homeroom class in elementary school on pupils’ future voting behavior. Furthermore, it evaluates the female teacher’s effect on their preference for women’s participation in the workplace in adulthood. We find that having a female teacher in the first year of school makes individuals more likely to vote for female candidates and prefer female labor participation policies in adulthood. However, this effect is only observed among male pupils. These findings offer new evidence for the female socialization hypothesis. (JEL codes: D72, D78, J16, and I21)
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