Erschienen:
Cambridge, Mass: National Bureau of Economic Research, December 2017
Erschienen in:NBER working paper series ; no. w24128
Umfang:
1 Online-Ressource
Sprache:
Englisch
DOI:
10.3386/w24128
Identifikator:
Reproduktionsnotiz:
Hardcopy version available to institutional subscribers
Entstehung:
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Mode of access: World Wide Web
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Beschreibung:
We 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 five years later. We also find 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