Persistent Effects of Teacher–Student Gender Matches

Jaegeum Lim and Jonathan Meer

Journal of Human Resources, 2020, vol. 55, issue 3, 809-835

Abstract: Many existing studies find that females perform better when they are taught by female teachers. However, there is little evidence on what the long-run impacts may be and through what mechanisms these impacts may emerge. We exploit panel data from middle schools in Seoul, South Korea, where students and teachers are randomly assigned to classrooms. We replicate the existing literature that examines contemporaneous effects 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 seventh grade increases the likelihood that female students attend a STEM-focused high school, take higher-level math courses, and aspire to a STEM degree. These effects are driven by changes in students’ attitudes and choices.

JEL-codes: I21 I24 J16 (search for similar items in EconPapers)
Date: 2020
Note: DOI: 10.3368/jhr.55.3.0218-9314R4
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Citations: View citations in EconPapers (16)

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Related works:
Working Paper: Persistent Effects of Teacher-Student Gender Matches (2017)
Working Paper: Persistent Effects of Teacher-Student Gender Matches (2017)
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Persistent link: https://EconPapers.repec.org/RePEc:uwp:jhriss:v:55:y:2020:i:3:p:809-835

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