The Impact of Teacher-Student Gender Matches: Random Assignment Evidence from South Korea
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.
Document Object Identifier (DOI): 10.3386/w21407
Published: Jaegeum Lim & Jonathan Meer, 2017. "The Impact of Teacher–Student Gender Matches," Journal of Human Resources, vol 52(4), pages 979-997.
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