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

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24 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)54-67
Number of pages14
JournalEconomics of Education Review
Volume31
Issue number3
DOIs
Publication statusPublished - 2012 Jun

All Science Journal Classification (ASJC) codes

  • Education
  • Economics and Econometrics

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