Persistent Effects of Teacher-Student Gender Matches
We exploit data from middle schools in Seoul, South Korea, where students and teachers are randomly assigned to classrooms, and find that female students taught by a female versus a male teacher score higher on standardized tests compared to male students even five years later. We also find that having a female math teacher in 7th grade increases the likelihood that female students take higher-level math courses, aspire to a STEM degree, and attend a STEM-focused high school. These effects are driven by changes in students' attitudes and choices.
We are grateful for valuable comments from David Figlio, Mark Hoekstra, Jason Lindo, James West, and seminar participants at Baylor University, Brigham Young University, and the University of Texas. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.
Jaegeum Lim & Jonathan Meer, 2020. "Persistent Effects of Teacher–Student Gender Matches," Journal of Human Resources, vol 55(3), pages 809-835. citation courtesy of