Gender differences in teachers' assessments and blind test results – evidence from Uruguay

Marisa Bucheli (), Florencia Amábile () and Carmen Estrades

No 324, Documentos de Trabajo (working papers) from Department of Economics - dECON

Abstract: This paper analyzes the existence of gender bias by public school teachers in Uruguay when grading students in the third and sixth years of primary level. The econometric strategy consists of estimating the effect of gender on the course score (non-blind outcome) when controlling by blind test scores and other relevant characteristics. We do not obtain evidence about a bias in the third year. However, we find an average bias in favor of girls in the sixth year, which responds to biases in the middle of the distribution of abilities (the extreme abilities are not gender-biased when assessed). The average results are robust to several checks. We rule out that sixth-year bias is mainly driven by statistical discrimination or explicit beliefs on talent gender stereotypes.

Keywords: gender differences; discrimination; stereotypes; teacher grading; blind-test; education. (search for similar items in EconPapers)
JEL-codes: I24 J16 (search for similar items in EconPapers)
Pages: 33 pages
Date: 2024-04
New Economics Papers: this item is included in nep-gen, nep-lam and nep-ure
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Persistent link: https://EconPapers.repec.org/RePEc:ude:wpaper:0324

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