Persistent Effects of Teacher-Student Gender Matches

Abstract

The authors exploit data from middle schools in Seoul, South Korea, where students and teachers are randomly assigned to classrooms, and find that female students taught by a female versus a male teacher score higher on standardized tests compared to male students even four years later. Also, findings show that having a female math teacher in 7th grade increases the likelihood that female students take higher-level math courses, aspire to a STEM degree, and attend a STEM-focused high school. These effects are driven by changes in students' attitudes and choices.