Persistent Effects of Teacher-Student Gender Matches

24 Pages Posted: 19 Dec 2017  

Jaegeum Lim

Texas A&M University

Jonathan Meer

Texas A&M University - Department of Economics

Date Written: December 2017

Abstract

We exploit data from middle schools in Seoul, South Korea, where students and teachers are randomly assigned to classrooms, and find that female students taught by a female versus a male teacher score higher on standardized tests compared to male students even five years later. We also find that having a female math teacher in 7th grade increases the likelihood that female students take higher-level math courses, aspire to a STEM degree, and attend a STEM-focused high school. These effects are driven by changes in students' attitudes and choices.

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Suggested Citation

Lim, Jaegeum and Meer, Jonathan, Persistent Effects of Teacher-Student Gender Matches (December 2017). NBER Working Paper No. w24128. Available at SSRN: https://ssrn.com/abstract=3089524

Jaegeum Lim (Contact Author)

Texas A&M University ( email )

Langford Building A
798 Ross St.
College Station, TX 77843-3137
United States

Jonathan Meer

Texas A&M University - Department of Economics ( email )

5201 University Blvd.
College Station, TX 77843-4228
United States

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