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Research ArticleArticles

The Impact of Teacher–Student Gender Matches

Random Assignment Evidence from South Korea

Jaegeum Lim and Jonathan Meer
Journal of Human Resources, October 2017, 52 (4) 979-997; DOI: https://doi.org/10.3368/jhr.52.4.1215-7585R1
Jaegeum Lim
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Jonathan Meer
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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.

  • Received December 2015.
  • Accepted May 2016.
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Journal of Human Resources: 52 (4)
Journal of Human Resources
Vol. 52, Issue 4
2 Oct 2017
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The Impact of Teacher–Student Gender Matches
Jaegeum Lim, Jonathan Meer
Journal of Human Resources Oct 2017, 52 (4) 979-997; DOI: 10.3368/jhr.52.4.1215-7585R1

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The Impact of Teacher–Student Gender Matches
Jaegeum Lim, Jonathan Meer
Journal of Human Resources Oct 2017, 52 (4) 979-997; DOI: 10.3368/jhr.52.4.1215-7585R1
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    • I. Introduction
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