Discriminación de género en las calificaciones de las escuelas públicas uruguayas

Marisa Bucheli and Claudia Contreras ()
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Claudia Contreras: Banco Central del Uruguay

No 2018008, Documentos de trabajo from Banco Central del Uruguay

Abstract: This paper analyzed the existence of a gender bias in the final performance’s grading set by teachers of third grade and six-grade of public schools in Uruguay. For this, administrative data, blind test scores (TERCE) and non-blind tests scores (final performance’s grading) of third-grade and sixth-grade of school students are used. The econometric strategy consisted in controlling the performance’s grade with the blind test scores and certain characteristics of the students, the social-economical background, the school’s characteristics, the teacher’s grading of student’s behavior and a dummy of the sex of the child. A bias was found in performance’s grading in favor of men in third-grade but no differences were found in sixth-grade performance’s grading. The different teacher’s behavior in each grade could be a consequence of the matching mechanism between teachers and classes, that would seem to assign the better teachers to sixth-grade.

Keywords: gender differences; discrimination; stereotypes; teacher grading; blind-test; education; diferencias de género; discriminación; estereotipos; calificaciones; pruebas ciegas; educación (search for similar items in EconPapers)
JEL-codes: I21 J16 (search for similar items in EconPapers)
Pages: 48 pages
Date: 2018
New Economics Papers: this item is included in nep-lam
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