To encourage the formation of science identity among girls, many scholars and practitioners have suggested to assign same‐gender science teachers to students so that the teachers can serve as gender role models. However, direct evidence of any long‐term effect of gender‐matching is scarce. In a nationally representative survey of college students from the United States, we investigated if gender‐matching between students and their first high school science teachers was associated with students' stronger identity in those science subjects in college. In physics, we found no gender‐matching effect. In chemistry, there was a gender‐matching effect only for women students. In biology, there were gender‐matching effects for students of both genders. In addition, we found that students in general had a lower science identity if they reported a negative influence of opposite gender domination (IOGD) on their career choices. However, for female students who were at the negative end of the IOGD scale, female biology teachers raised the level of biology identity to the grand average. Our findings suggested that the gender role model effect was strongest when the gender role models resonated with the overall disciplinary gender representation at the school or societal levels.

中文翻译：

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高校初中理科老师的性别和性别匹配对学生科学身份的影响

为了鼓励在女孩中形成科学认同，许多学者和从业者建议为学生分配同性别的科学老师，以便教师可以充当性别榜样。但是，几乎没有直接证据表明性别匹配有任何长期影响。在一项针对美国大学生的全国代表性调查中，我们调查了学生与他们的第一任高中理科教师之间的性别匹配是否与学生在大学理科专业中的更强身份相关联。在物理学中，我们发现没有性​​别匹配效应。在化学领域，性别匹配仅对女学生有效。在生物学中，男女学生都有性别匹配的效果。此外，我们发现，如果大学生报告说异性统治（IOGD）对他们的职业选择产生负面影响，则他们的科学素养通常较低。但是，对于处于IOGD量表负端的女学生，女生物学老师将生物学身份的水平提高到了平均水平。我们的研究结果表明，当性别角色模型与学校或社会层面的总体学科性别代表产生共鸣时，性别角色模型的作用最强。