Auteur(s) : Paredes, Valentina
Pages: p. 38-49
Several studies have found that teacher–student gender matching has positive effects on student achievement. However, the underlying mechanisms that explain this effect have not been empirically explored. This paper studies the impact of same gender teachers on academic achievement for a large sample of 8th graders in Chile. The author provides evidence that girls benefit from being assigned to female teachers, while there is no negative effect on boys. More importantly, the evidence is provided that the positive effect is due to role model effects and not to teacher bias effects.