The effect of teacher–student gender matching: Evidence from OECD countries
While some educators argue that teacher–student gender matching improves student performance, there is little empirical evidence to support this hypothesis. This paper assesses the impact of teacher–student gender matching on academic achievement across fifteen OECD countries using data from the Trends in International Mathematics and Science Study (TIMSS). One attractive feature of TIMSS is that it provides information on test scores and teacher characteristics, including gender, for both math and science thereby allowing for student fixed effects estimation. The results provide little support for the conjecture that students benefit from teacher–student gender matching.
If 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.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
References listed on IDEAS
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.:
- Kevin N. Rask & Elizabeth M. Bailey, 2002. "Are Faculty Role Models? Evidence from Major Choice in an Undergraduate Institution," The Journal of Economic Education, Taylor & Francis Journals, vol. 33(2), pages 99-124, June.
- Andersson, Christian & Johansson, Per & Waldenström, Nina, 2011. "Do you want your child to have a certified teacher?," Economics of Education Review, Elsevier, vol. 30(1), pages 65-78, February.
- Ammermüller, Andreas & Dolton, Peter J., 2006. "Pupil-teacher gender interaction effects on scholastic outcomes in England and the USA," ZEW Discussion Papers 06-60, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
- Ronald G. Ehrenberg & Dominic Brewer & Daniel Goldhaber, 1995. "Do teachers' race, gender, and ethnicity matter? Evidence from the NELS," Industrial and Labor Relations Review, ILR Review, Cornell University, ILR School, vol. 48(3), pages 547-561, April.
- Monk, David H., 1994. "Subject area preparation of secondary mathematics and science teachers and student achievement," Economics of Education Review, Elsevier, vol. 13(2), pages 125-145, June.
- Lucia Nixon & Michael Robinson, 1999. "The educational attainment of young women: Role model effects of female high school faculty," Demography, Springer, vol. 36(2), pages 185-194, May.
- Holmlund, Helena & Sund, Krister, 2008.
"Is the gender gap in school performance affected by the sex of the teacher,"
Elsevier, vol. 15(1), pages 37-53, February.
- Holmlund, Helena & Sund, Krister, 2005. "Is the Gender Gap in School Performance Affected by the Sex of the Teacher?," Working Paper Series 5/2005, Swedish Institute for Social Research.
- 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).
- Amine Ouazad, 2008.
"Assessed by a teacher like me: race, gender and subjective evaluations,"
LSE Research Online Documents on Economics
28276, London School of Economics and Political Science, LSE Library.
- Amine Ouazad, 2008. "Assessed by a Teacher Like Me: Race, Gender and Subjective Evaluations," CEE Discussion Papers 0098, Centre for the Economics of Education, LSE.
- Clotfelter, Charles T. & Ladd, Helen F. & Vigdor, Jacob L., 2007. "Teacher credentials and student achievement: Longitudinal analysis with student fixed effects," Economics of Education Review, Elsevier, vol. 26(6), pages 673-682, December.
- Robst, John & Keil, Jack & Russo, Dean, 1998. "The effect of gender composition of faculty on student retention," Economics of Education Review, Elsevier, vol. 17(4), pages 429-439, October.
- Kukla-Acevedo, Sharon, 2009. "Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement," Economics of Education Review, Elsevier, vol. 28(1), pages 49-57, February.
When requesting a correction, please mention this item's handle: RePEc:eee:ecoedu:v:31:y:2012:i:3:p:54-67. See general 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: (Zhang, Lei)
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.