Persistent Effects of Teacher-Student Gender Matches

Jaegeum Lim and Jonathan Meer

No 24128, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: 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.

JEL-codes: I20 (search for similar items in EconPapers)
Date: 2017-12
New Economics Papers: this item is included in nep-edu, nep-gen and nep-ure
Note: ED LS
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (6)

Published as Jaegeum Lim & Jonathan Meer, 2020. "Persistent Effects of Teacher–Student Gender Matches," Journal of Human Resources, vol 55(3), pages 809-835.

Downloads: (external link)
http://www.nber.org/papers/w24128.pdf (application/pdf)

Related works:
Working Paper: Persistent Effects of Teacher-Student Gender Matches (2017)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:nbr:nberwo:24128

Ordering information: This working paper can be ordered from
http://www.nber.org/papers/w24128

Access Statistics for this paper

More papers in NBER Working Papers from National Bureau of Economic Research, Inc National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.. Contact information at EDIRC.
Bibliographic data for series maintained by ().