TY  - JOUR
AU  - Dee,Thomas S.
TI  - Teachers and the Gender Gaps in Student Achievement
JF  - National Bureau of Economic Research Working Paper Series
VL  - No. 11660
PY  - 2005
Y2  - October 2005
UR  - http://www.nber.org/papers/w11660
L1  - http://www.nber.org/papers/w11660.pdf
N1  - Author contact info:
Thomas Dee
Frank Batten School of Leadership and Public Polic
and Department of Economics
University of Virginia
235 McCormick Road
P.O. Box 400893
Charlottesville, VA 22903
Tel: 434/243-3731
Fax: 434/243-6858
E-Mail: dee@virginia.edu
M2  - featured in NBER digest on 2005-10-03
AB  - In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions actually matter is limited and contradictory. In this study, I present new empirical evidence on whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study's identification strategy exploits a unique "matched pairs" feature of a major longitudinal survey. Within-student comparisons based on these data indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher's subject. For example, assignment to a female science teacher increases the likelihood that a girl views science as useful for her future. However, because the middle-school teachers in most academic subjects are female, these results also suggest that the gender dynamics between teachers and students at this level amplify boys' large underperformance in reading while attenuating the more modest underperformance of girls in math and science.
ER  -