Gender-matching School Effects on Girls’ Cognitive and Non-cognitive Performance —Empirical Evidence from South Korea

Seo-Young Cho

MAGKS Papers on Economics from Philipps-Universität Marburg, Faculty of Business Administration and Economics, Department of Economics (Volkswirtschaftliche Abteilung)

Abstract: Gender-matching school environments may provide benefits for girls to enhance their performance. By using PISA data from South Korea, this paper suggests that the effects of single-sex schooling and a student-teacher’s gender matching are heterogeneous across different student groups. The gender-matching school environments are most positive to non-cognitive outcomes of girls at the highest tail of cognitive performance levels. By attending an all-girls school and being taught by a female teacher, high performing girls are as motivated and interested in pursuing careers in STEM fields as boys. However, single-sex schooling and female teachers do not produce positive effects on girls in lower performing groups. For median girls, single-sex schooling can even be detrimental to their non-cognitive performance. These results corroborate that gender-matching school environments can be a useful tool to promote female talent in STEM fields, but the effect cannot be generalized for public education for all students.

Keywords: gender-matching effects; student-teacher’s gender-matching; single-sex schooling; cognitive performance; non-cognitive performance; education production functions; propensity-score matching; South Korea (search for similar items in EconPapers)
JEL-codes: C31 I21 I24 J16 O53 (search for similar items in EconPapers)
Pages: 54 pages
Date: 2017
New Economics Papers: this item is included in nep-edu, nep-gen and nep-ure
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Persistent link: https://EconPapers.repec.org/RePEc:mar:magkse:201738

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