The effect of teacher–student gender matching: Evidence from OECD countries

Insook Cho

Economics of Education Review, 2012, vol. 31, issue 3, 54-67

Abstract: While some educators argue that teacher–student gender matching improves student performance, there is little empirical evidence to support this hypothesis. This paper assesses the impact of teacher–student gender matching on academic achievement across fifteen OECD countries using data from the Trends in International Mathematics and Science Study (TIMSS). One attractive feature of TIMSS is that it provides information on test scores and teacher characteristics, including gender, for both math and science thereby allowing for student fixed effects estimation. The results provide little support for the conjecture that students benefit from teacher–student gender matching.

Keywords: Teacher–student gender matching; Academic achievement; Fixed effect model; TIMSS (search for similar items in EconPapers)
JEL-codes: I20 J24 (search for similar items in EconPapers)
Date: 2012
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Citations: View citations in EconPapers (34)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:31:y:2012:i:3:p:54-67

DOI: 10.1016/j.econedurev.2012.02.002

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