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The effect of teacher-student gender matching: Evidence from OECD countries

Author(s)
Cho, Insook
Issued Date
2012-06
DOI
10.1016/j.econedurev.2012.02.002
URI
https://scholarworks.unist.ac.kr/handle/201301/3511
Fulltext
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84857724310
Citation
ECONOMICS OF EDUCATION REVIEW, v.31, no.3, pp.54 - 67
Abstract
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.
Publisher
PERGAMON-ELSEVIER SCIENCE LTD
ISSN
0272-7757
Keyword (Author)
Teacher-student gender matchingAcademic achievementFixed effect modelTIMSS
Keyword
ACHIEVEMENTSEXPERFORMANCEFACULTYMATTERRACE

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