The effect of teacher–student gender matching: Evidence from OECD countries |
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| Authors: | Insook Cho |
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| Institution: | 1. Ifo Institute and IZA, Germany;2. University of Konstanz, CESifo, and IZA, Germany;1. Department of Social Science, UCL Institute of Education, University College London, 20 Bedford Way London, WC1H 0AL, United Kingdom;2. Departamento de Economía Aplicada (Estadística y Econometría), Facultad de Ciencias Económicas y Empresariales, Universidad de Málaga, Plaza de El Ejido s/n, 29013 Málaga, Spain;3. Institute of Labor Economics (IZA), Schaumburg-Lippe-Straße 5-9, 53113 Bonn, Germany;1. Bocconi University, Milan, Italy;2. University of Milan;3. IZA Bonn;4. University of Pavia, Italy;5. Paris 12 Val de Marne University, France |
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| 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. |
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