Working Paper Series
IFAU - Institute for Evaluation of Labour Market and Education Policy
Gender and ethnic interactions among teachers and students – evidence from Sweden
Abstract: This study investigates the importance of gender and
ethnic interactions among teachers and students for school performance in
Swedish, English and Mathematics. School leaving certificates assigned by
the teacher is compared with results on comprehensive national tests. The
analysis is based on data on grade 9 students (age 16) from Sweden. I find
that a student is likely to obtain better test scores in Mathematics, when
the share of teachers of the same gender as the student increases.
Correspondingly, ethnic minority students, on average, obtain better test
scores in Mathematics, when the share of ethnic minority teachers
increases. The positive same-gender effect on test scores is counteracted
by a negative assessment effect. That is, conditional on test scores,
same-gender teachers are less generous than opposite-gender teachers when
assessing students’ performance. In Swedish and English no statistically
significant effects are found.
Keywords: School achievements; student and teacher interactions; gender; race; (follow links to similar papers)
JEL-Codes: I21; (follow links to similar papers)
27 pages, October 16, 2007
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- This paper is published as:
Lindahl, Erica, (2016), 'Are teacher assessments biased? – evidence from Sweden', Education Economics, Vol. 24, No. 2, pages 224-238
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