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Gender and ethnic interactions among teachers and students – evidence from Sweden

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  • Lindahl, Erica

    ()
    (Department of Economics, Uppsala University)

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    Abstract

    This 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 Info

    Paper provided by IFAU - Institute for Evaluation of Labour Market and Education Policy in its series Working Paper Series with number 2007:25.

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    Length: 27 pages
    Date of creation: 16 Oct 2007
    Date of revision:
    Handle: RePEc:hhs:ifauwp:2007_025

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    Postal: IFAU, P O Box 513, SE-751 20 Uppsala, Sweden
    Phone: (+46) 18 - 471 70 70
    Fax: (+46) 18 - 471 70 71
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    Web page: http://www.ifau.se/
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    Related research

    Keywords: School achievements; student and teacher interactions; gender; race;

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    Cited by:
    1. Falch, Torberg & Naper, Linn Renée, 2013. "Educational evaluation schemes and gender gaps in student achievement," Economics of Education Review, Elsevier, vol. 36(C), pages 12-25.

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