The Effect of Teacher Gender on Student Achievement in Primary School: Evidence from a Randomized Experiment
By Heather Antecol, Ozkan Eren, Serkan Ozbeklik. Social Science Research Network, 2012
164 citations recorded by the source corpus.
This paper attempts to reconcile the contradictory results found in the economics literature and the educational psychology literature with respect to the academic impact of gender dynamics in the classroom. Specifically, using data from a randomized experiment, we look at the effects of having a female teacher on the math test scores of students in primary school. We find that female students who were assigned to a female teacher without a strong math background suffered from lower math test scores at the end of the academic year. This negative effect however not only seems to disappear but it becomes (marginally) positive for female students who were assigned to a female teacher with a strong math background. Finally, we do not find any effect of having a female teacher on male students' test scores (math or reading) or female students' reading test scores. Taken together, our results tentatively suggest that the findings in these two streams of the literature are in fact consistent if one takes into account a teacher's academic background in math.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/b4a5a7d4dee21bb8d76959cf87c1af38e9dba85c
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In Education
In Experimental and Cognitive Psychology
Citations in the corpus
- The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers (2017, unknown): “In other examples, Muralidharan and Sheth (2016), Antecol et al. (2015), Dee (2007), and Hoffmann and Oreopoulos (2009) measure the effects of the teacher-student gender match.”
- Women in Academic Science: Experimental Findings From Hiring Studies (2018, background): “Antecol et al. (2015), conducting a natural experiment, showed that young girls taught by women teachers with weak math backgrounds did worse on their math scores, which did not happen when girls were taught by women with stronger math backgrounds. In short, this very early period of formal schoolin”