The Impact of Teacher–Student Gender Matches: Random Assignment Evidence from South Korea

Jaegeum Lim and Jonathan Meer

Journal of Human Resources, 2017, vol. 52, issue 4, 979-997

Abstract: Gender disparities in academic performance may be driven in part by the interaction of teacher and student gender, but systematic sorting of students into classrooms makes it difficult to identify causal effects. We use the random assignment of students to Korean middle school classrooms and show that the female students perform substantially better on standardized tests when assigned to female teachers; there is little effect on male students. We find evidence that teacher behavior drives the increase in female students’ achievement.

Date: 2017
Note: DOI: 10.3368/jhr.52.4.1215-7585R1
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Related works:
Working Paper: The Impact of Teacher-Student Gender Matches: Random Assignment Evidence from South Korea (2015)
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