RT Journal Article
SR Electronic
T1 The Impact of Teacher-Student Gender Matches: Random Assignment Evidence from South Korea
JF Journal of Human Resources
JO J Hum Resour
FD University of Wisconsin Press
SP 1215-7585R1
DO 10.3368/jhr.52.4.1215-7585R1
A1 Lim, Jaegeum
A1 Meer, Jonathan
YR 2017
UL http://jhr.uwpress.org/content/early/2017/02/01/jhr.52.4.1215-7585R1.abstract
AB 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.