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Research ArticleArticle

Persistent Effects of Teacher-Student Gender Matches

Jaegeum Lim and Jonathan Meer
Published online before print January 10, 2019, 0218-9314R4; DOI: https://doi.org/10.3368/jhr.55.3.0218-9314R4
Jaegeum Lim
Korean National Assembly
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Jonathan Meer
Texas A&M University and NBER
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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 7th 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.

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Journal of Human Resources: 60 (3)
Journal of Human Resources
Vol. 60, Issue 3
1 May 2025
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Persistent Effects of Teacher-Student Gender Matches
Jaegeum Lim, Jonathan Meer
Journal of Human Resources Jan 2019, 0218-9314R4; DOI: 10.3368/jhr.55.3.0218-9314R4

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Persistent Effects of Teacher-Student Gender Matches
Jaegeum Lim, Jonathan Meer
Journal of Human Resources Jan 2019, 0218-9314R4; DOI: 10.3368/jhr.55.3.0218-9314R4
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