Gender and ethnic interactions among teachers and students – evidence from Sweden
AbstractThis study investigates the importance of gender and ethnic interactions among teachers and students for school performance in Swedish, English and Mathematics. School leaving certificates assigned by the teacher is compared with results on comprehensive national tests. The analysis is based on data on grade 9 students (age 16) from Sweden. I find that a student is likely to obtain better test scores in Mathematics, when the share of teachers of the same gender as the student increases. Correspondingly, ethnic minority students, on average, obtain better test scores in Mathematics, when the share of ethnic minority teachers increases. The positive same-gender effect on test scores is counteracted by a negative assessment effect. That is, conditional on test scores, same-gender teachers are less generous than opposite-gender teachers when assessing students’ performance. In Swedish and English no statistically significant effects are found.
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Bibliographic InfoPaper provided by IFAU - Institute for Evaluation of Labour Market and Education Policy in its series Working Paper Series with number 2007:25.
Length: 27 pages
Date of creation: 16 Oct 2007
Date of revision:
School achievements; student and teacher interactions; gender; race;
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2007-11-10 (All new papers)
- NEP-EDU-2007-11-10 (Education)
- NEP-LAB-2007-11-10 (Labour Economics)
- NEP-URE-2007-11-10 (Urban & Real Estate Economics)
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