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

  • Lindahl, Erica

    ()

    (Department of Economics, Uppsala University)

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    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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    File URL: http://www.ifau.se/upload/pdf/se/2007/wp07-25.pdf
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    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:
    Publication status: Forthcoming as Lindahl, Erica, 'Are teacher assessments biased? – evidence from Sweden' in Education Economics, 2015.
    Handle: RePEc:hhs:ifauwp:2007_025
    Contact details of provider: Postal: IFAU, P O Box 513, SE-751 20 Uppsala, Sweden
    Phone: (+46) 18 - 471 70 70
    Fax: (+46) 18 - 471 70 71
    Web page: http://www.ifau.se/
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