Same-sex teacher effects

Alexandra de Gendre, Jan Feld, Nicolas Salamanca and Ulf Zölitz

No 438, ECON - Working Papers from Department of Economics - University of Zurich

Abstract: The idea that students benefit from same-sex teachers has motivated policies around the world aimed at reducing gender inequalities. However, we do not know the size or generalizability of such same-sex teacher effects. We fill this gap by conducting a meta-analysis and our own study using data from 90 countries. Our meta-analysis summarizes the literature, highlights that estimates are difficult to compare because of differences in methods, and shows evidence of publication bias. Our multi-country study overcomes these shortcomings by providing many comparable estimates which are free of publication bias. Those estimates are ideal for learning about the generalizability of an effect. Our results reveal an interesting pattern. In primary education, effects vary substantially by country and outcome. In secondary education, same-sex teacher effects are near-universally positive for all countries and outcomes. Our paper showcases how we can use multi-country studies to learn about the generalizability of an effect.

Keywords: Same-sex role models; STEM; teachers; external validity; multi-country study; gender role models; standardized test scores; grades; job preferences; meta-analysis; meta-science (search for similar items in EconPapers)
JEL-codes: I21 I24 J24 (search for similar items in EconPapers)
Date: 2023-06, Revised 2024-05
New Economics Papers: this item is included in nep-edu, nep-gen, nep-lma and nep-ure
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Persistent link: https://EconPapers.repec.org/RePEc:zur:econwp:438

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