We test how early childhood education creates preferences for Corporate Social Responsibility (CSR) through teacher-student random gender matching. Using originally collected individual-level data, we examine how female teachers in elementary school influence students’ CSR stated preferences in their adulthood. Our major finding is that female teachers affect male but not female pupils’ preferences for corporate responsibility later in life, which offers new evidence from Japan for the female socialization hypothesis. Considering that class teachers are randomly assigned to pupils at entrance to elementary school, this effect is not merely associational but causal.
|Journal||Journal of the Japanese and International Economies|
|Publication status||Published - Dec 2019|
All Science Journal Classification (ASJC) codes
- Economics and Econometrics
- Political Science and International Relations