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The Impact of Teacher–Student Gender Matches: Random Assignment Evidence from South Korea

The Impact of Teacher–Student Gender Matches: Random Assignment Evidence from South Korea <p>Gender disparities in academic performance may be driven in part by the interaction of teacher and student gender, but systematic sorting of students into classrooms makes it difficult to identify causal effects. We use the random assignment of students to Korean middle school classrooms and show that the female students perform substantially better on standardized tests when assigned to female teachers; there is little effect on male students. We find evidence that teacher behavior drives the increase in female students&apos; achievement.</p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Human Resources University of Wisconsin Press

The Impact of Teacher–Student Gender Matches: Random Assignment Evidence from South Korea

Journal of Human Resources , Volume 52 (4) – Oct 27, 2017

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Publisher
University of Wisconsin Press
Copyright
©by the Board of Regents of the University of Wisconsin System
ISSN
1548-8004

Abstract

<p>Gender disparities in academic performance may be driven in part by the interaction of teacher and student gender, but systematic sorting of students into classrooms makes it difficult to identify causal effects. We use the random assignment of students to Korean middle school classrooms and show that the female students perform substantially better on standardized tests when assigned to female teachers; there is little effect on male students. We find evidence that teacher behavior drives the increase in female students&apos; achievement.</p>

Journal

Journal of Human ResourcesUniversity of Wisconsin Press

Published: Oct 27, 2017

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