RT Journal Article SR Electronic T1 The Impact of Advisor Gender on Female Students’ STEM Enrollment and Persistence JF Journal of Human Resources JO J Hum Resour FD University of Wisconsin Press SP 593 OP 632 DO 10.3368/jhr.58.4.0320-10796R2 VO 58 IS 2 A1 Serena Canaan A1 Pierre Mouganie YR 2023 UL http://jhr.uwpress.org/content/58/2/593.abstract AB To reduce the gender gap in science fields, policymakers often propose providing women with mentoring by female scientists. However, there is no clear evidence on whether one-on-one mentor gender influences women’s STEM participation. We exploit a unique setting where students are randomly assigned to academic advisors—who are also faculty members—in their freshman year of college. Advisors help students select courses and decide on a major. We find that having a female rather than a male science advisor substantially increases the likelihood that women enroll and graduate with STEM degrees. A nonscience advisor’s gender has no impact on students’ major choice.