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A teacher like me or a student like me? Role model versus teacher bias effect

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  • Paredes, Valentina

Abstract

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. I provide evidence that girls benefit from being assigned to female teachers, while there is no negative effect on boys. More importantly, I provide evidence that the positive effect is due to role model effects and not to teacher bias effects.

Suggested Citation

  • Paredes, Valentina, 2014. "A teacher like me or a student like me? Role model versus teacher bias effect," Economics of Education Review, Elsevier, vol. 39(C), pages 38-49.
    • Handle: RePEc:eee:ecoedu:v:39:y:2014:i:c:p:38-49
    DOI: 10.1016/j.econedurev.2013.12.001
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    References listed on IDEAS

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    More about this item

    Keywords

    Teacher–student gender matching; Academic achievement; Economic impact;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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