Details
| Original language | English |
|---|---|
| Pages (from-to) | 340-354 |
| Number of pages | 15 |
| Journal | Labour economics |
| Volume | 51 |
| Early online date | 1 Mar 2018 |
| Publication status | Published - Apr 2018 |
Abstract
With girls having overtaken boys in many education indicators, the “feminization” of elementary school teaching is generating debate about its disadvantages for male students. Hence, using administrative panel data on the universe of students, teachers, and schools in one German state, I exploit within-school and within-teacher variation to test for teacher gender effects on the type of middle school recommended and then chosen in the German multitrack educational system. The results indicate barely any effect of teacher gender on either recommended or chosen school type for either boys or girls. Even when the analysis follows students into middle school, no effects of elementary school teacher gender are discernible on either subsequent changes in school type or grade repetition.
Keywords
- Education, Fixed effects, Gender, Identification, Teacher quality
ASJC Scopus subject areas
- Economics, Econometrics and Finance(all)
- Economics and Econometrics
- Business, Management and Accounting(all)
- Organizational Behavior and Human Resource Management
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In: Labour economics, Vol. 51, 04.2018, p. 340-354.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Do boys benefit from male teachers in elementary school?
T2 - Evidence from administrative panel data
AU - Puhani, Patrick A.
PY - 2018/4
Y1 - 2018/4
N2 - With girls having overtaken boys in many education indicators, the “feminization” of elementary school teaching is generating debate about its disadvantages for male students. Hence, using administrative panel data on the universe of students, teachers, and schools in one German state, I exploit within-school and within-teacher variation to test for teacher gender effects on the type of middle school recommended and then chosen in the German multitrack educational system. The results indicate barely any effect of teacher gender on either recommended or chosen school type for either boys or girls. Even when the analysis follows students into middle school, no effects of elementary school teacher gender are discernible on either subsequent changes in school type or grade repetition.
AB - With girls having overtaken boys in many education indicators, the “feminization” of elementary school teaching is generating debate about its disadvantages for male students. Hence, using administrative panel data on the universe of students, teachers, and schools in one German state, I exploit within-school and within-teacher variation to test for teacher gender effects on the type of middle school recommended and then chosen in the German multitrack educational system. The results indicate barely any effect of teacher gender on either recommended or chosen school type for either boys or girls. Even when the analysis follows students into middle school, no effects of elementary school teacher gender are discernible on either subsequent changes in school type or grade repetition.
KW - Education
KW - Fixed effects
KW - Gender
KW - Identification
KW - Teacher quality
UR - http://www.scopus.com/inward/record.url?scp=85043466008&partnerID=8YFLogxK
U2 - 10.1016/j.labeco.2018.02.008
DO - 10.1016/j.labeco.2018.02.008
M3 - Article
AN - SCOPUS:85043466008
VL - 51
SP - 340
EP - 354
JO - Labour economics
JF - Labour economics
SN - 0927-5371
ER -