Arbeitspapier
Boys Lag Behind: How Teachers' Gender Biases Affect Student Achievement
I use a combination of blind and non-blind test scores to show that middle school teachers favor girls when they grade. This favoritism, estimated in the form of individual teacher effects, has long-term consequences: as measured by their national evaluations three years later, male students make less progress than their female counterparts. Gender-biased grading accounts for 21 percent of boys falling behind girls in math during middle school. On the other hand, girls who benefit from gender bias in math are more likely to select a science track in high school.
- Language
-
Englisch
- Bibliographic citation
-
Series: IZA Discussion Papers ; No. 10343
- Classification
-
Wirtschaft
Analysis of Education
Education and Inequality
Economics of Gender; Non-labor Discrimination
- Subject
-
teachers
gender biases
progress
achievement inequalities
- Event
-
Geistige Schöpfung
- (who)
-
Terrier, Camille
- Event
-
Veröffentlichung
- (who)
-
Institute for the Study of Labor (IZA)
- (where)
-
Bonn
- (when)
-
2016
- Handle
- Last update
-
10.03.2025, 11:45 AM CET
Data provider
This object is provided by:
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. If you have any questions about the object, please contact the data provider.
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. If you have any questions about the object, please contact the data provider.
Object type
- Arbeitspapier
Associated
- Terrier, Camille
- Institute for the Study of Labor (IZA)
Time of origin
- 2016
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