Boys Lag Behind: How Teachers' Gender Biases Affect Student Achievement

Camille Terrier

No 10343, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: I use a combination of blind and non-blind test scores to show that middle school teachers favor girls when they grade. This favoritism, estimated in the form of 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. Gender-biased grading accounts for 21 percent of boys falling behind girls in math during middle school. On the other hand, girls who benefit from gender bias in math are more likely to select a science track in high school.

Keywords: progress; gender biases; teachers; achievement inequalities (search for similar items in EconPapers)
JEL-codes: I21 I24 J16 (search for similar items in EconPapers)
Pages: 61 pages
Date: 2016-11
New Economics Papers: this item is included in nep-edu, nep-gen and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (16)

Published - published in: Economics of Education Review, 2020, 71, 101981

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Journal Article: Boys lag behind: How teachers’ gender biases affect student achievement (2020)
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