Is the Gender Gap in School Performance Affected by the Sex of the Teacher?
AbstractGirls outperform boys in school. We investigate whether the gender performance gap can be attributed to the fact that the teacher profession is female dominated, that is, is there a causal effect on student outcomes from having a same-sex teacher? Using data on uppersecondary school students and their teachers from the municipality of Stockholm, Sweden, we find that the gender performance differential is larger in subjects where the share of female teachers is higher. We argue, however, that this effect can not be interpreted as causal, mainly due to teacher selection into different subjects and nonrandom student-teacher matching. Exploring the fact that teacher turnover and student mobility give rise to variation in teacher’s gender within student and subject, we estimate the effect on student outcomes of changing to a teacher of the same sex. We find no strong support for our initial hypothesis that a same-sex teacher improves student outcomes.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by Swedish Institute for Social Research in its series Working Paper Series with number 5/2005.
Length: 29 pages
Date of creation: 04 Nov 2005
Date of revision:
Other versions of this item:
- Holmlund, Helena & Sund, Krister, 2008. "Is the gender gap in school performance affected by the sex of the teacher," Labour Economics, Elsevier, vol. 15(1), pages 37-53, February.
- NEP-ALL-2005-11-19 (All new papers)
- NEP-EDU-2005-11-19 (Education)
- NEP-HRM-2005-11-19 (Human Capital & Human Resource Management)
- NEP-LAB-2005-11-19 (Labour Economics)
- NEP-LTV-2005-11-19 (Unemployment, Inequality & Poverty)
- NEP-URE-2005-11-19 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Thomas S. Dee, 2005. "A Teacher Like Me: Does Race, Ethnicity, or Gender Matter?," American Economic Review, American Economic Association, vol. 95(2), pages 158-165, May.
- Thomas S. Dee, 2005.
"Teachers and the Gender Gaps in Student Achievement,"
NBER Working Papers
11660, National Bureau of Economic Research, Inc.
- Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
- Eric P. Bettinger & Bridget Terry Long, 2005. "Do Faculty Serve as Role Models? The Impact of Instructor Gender on Female Students," American Economic Review, American Economic Association, vol. 95(2), pages 152-157, May.
- Thomas S. Dee, 2001.
"Teachers, Race and Student Achievement in a Randomized Experiment,"
NBER Working Papers
8432, National Bureau of Economic Research, Inc.
- Thomas S. Dee, 2004. "Teachers, Race, and Student Achievement in a Randomized Experiment," The Review of Economics and Statistics, MIT Press, vol. 86(1), pages 195-210, February.
- David Neumark & Rosella Gardecki, 1996.
"Women Helping Women? Role-Model and Mentoring Effects on Female Ph.D. Student in Economics,"
NBER Working Papers
5733, National Bureau of Economic Research, Inc.
- David Neumark & Rosella Gardecki, 1998. "Women Helping Women? Role Model and Mentoring Effects on Female Ph.D. Students in Economics," Journal of Human Resources, University of Wisconsin Press, vol. 33(1), pages 220-246.
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2009.
"New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement,"
Journal of Labor Economics,
University of Chicago Press, vol. 27(3), pages 349-383, 07.
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2002. "New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement," NBER Working Papers 8741, National Bureau of Economic Research, Inc.
- Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005.
"Teachers, Schools, and Academic Achievement,"
Econometric Society, vol. 73(2), pages 417-458, 03.
- Donna S. Rothstein, 1995. "Do female faculty influence female students' educational and labor market attainments?," Industrial and Labor Relations Review, ILR Review, Cornell University, ILR School, vol. 48(3), pages 515-530, April.
- Kevin N. Rask & Elizabeth M. Bailey, 2002. "Are Faculty Role Models? Evidence from Major Choice in an Undergraduate Institution," Journal of Economic Education, Taylor and Francis Journals, vol. 33(2), pages 99-124, January.
- Ehrenberg, Ronald G. & Brewer, Dominic J., 1995. "Did teachers' verbal ability and race matter in the 1960s? Coleman revisited," Economics of Education Review, Elsevier, vol. 14(1), pages 1-21, March.
- Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages F3-F33, February.
- Victor Lavy, 2004. "Do Gender Stereotypes Reduce Girls' Human Capital Outcomes? Evidence from a Natural Experiment," NBER Working Papers 10678, National Bureau of Economic Research, Inc.
- Sara J. Solnick, 1995. "Changes in women's majors from entrance to graduation at women's and coeducational colleges," Industrial and Labor Relations Review, ILR Review, Cornell University, ILR School, vol. 48(3), pages 505-514, April.
- Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
- Lang, Kevin, 1986. "A Language Theory of Discrimination," The Quarterly Journal of Economics, MIT Press, vol. 101(2), pages 363-82, May.
- Karen E. Dynan & Cecilia Elena Rouse, 1997. "The Underrepresentation of Women in Economics: A Study of Undergraduate Economics Students," Journal of Economic Education, Taylor and Francis Journals, vol. 28(4), pages 350-368, January.
- John Ashworth & J. Lynne Evans, 2001. "Modeling Student Subject Choice at Secondary and Tertiary Level: A Cross-Section Study," Journal of Economic Education, Taylor and Francis Journals, vol. 32(4), pages 311-320, January.
This item has more than 25 citations. To prevent cluttering this page, these citations are listed on a separate page. reading list or among the top items on IDEAS.Access and download statisticsgeneral information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Lena Lindahl).
If references are entirely missing, you can add them using this form.