Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/236336 
Erscheinungsjahr: 
2021
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 14305
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
We investigate the effect of stereotypical beliefs of teachers on the learning outcomes of secondary school students in India. We measure teacher’s bias through an index capturing teacher’s subjective beliefs about the role of gender and other characteristics in academic performance. We tackle the potential endogeneity of teacher’s subjective beliefs by controlling for teacher fixed effects in a value-added model that includes lagged test scores of students. We find that a standard deviation increase in the biased attitude of the math teacher increases the female disadvantage in math performance by 0.07 standard deviation over an academic year. The effect is stronger among medium-performing students and in classes where the majority of students are boys. The negative effect of biased teachers is statistically insignificant for female teachers who also reduce gender gap among medium-performing students. Mediation analysis shows that biased teachers negatively affect girls’ attitude towards math as compared to boys.
Schlagwörter: 
learning outcomes
value-added model
gender
teachers
stereotypes
India
JEL: 
I24
J16
J24
Dokumentart: 
Working Paper

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