Boys lag behind: How teachers’ gender biases affect student achievement
Economics of Education Review, 2020, vol. 77, issue C
I use a combination of blind and non-blind test scores to show that middle school teachers favor girls in their evaluations. This favoritism, estimated as individual teacher effects, has long-term consequences: as measured by their national evaluations three years later, male students make less progress than their female counterparts. On the other hand, girls who benefit from gender bias in math are more likely to select a science track in high school. Without teachers’ bias in favor of girls, the gender gap in choosing a science track would be 12.5% larger in favor of boys.
JEL-codes: I21 I24 J16 (search for similar items in EconPapers)
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1) Track citations by RSS feed
Downloads: (external link)
Full text for ScienceDirect subscribers only
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:77:y:2020:i:c:s0272775718307714
Access Statistics for this article
Economics of Education Review is currently edited by E. Cohn
More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Haili He ().