Giving a Little Help to Girls? Evidence on Grade Discrimination and its Effect on Students Achievement

Abstract : This paper tests whether we observe sex-discrimination in teachers' grades, and whether such biases affect pupils' achievement during the school year. I use a unique dataset containing standardized tests, teachers' attributed grades, and pupil's behavior, all three at different periods in time. Based on double-differences, the identification of the gender bias in teachers' grades suggests that (i) girls benefit from a substantive positive discrimination in math but not in French, (ii) girls' better behavior than boys, and their initial lower achievement in math do not explain much of this gender bias. Then, I use the heterogeneity in teachers' discriminatory behavior to show that classes in which teachers present a high degree of discrimination in favor of girls at the beginning of the year are also classes in which girls tend to progress more over the school year compared to boys.
Type de document :
Pré-publication, Document de travail
PSE Working Papers n° 2014-36. 2014
Liste complète des métadonnées

Littérature citée [4 références]  Voir  Masquer  Télécharger

https://hal-pjse.archives-ouvertes.fr/hal-01080834
Contributeur : Caroline Bauer <>
Soumis le : jeudi 6 novembre 2014 - 13:11:19
Dernière modification le : mardi 24 avril 2018 - 17:20:14
Document(s) archivé(s) le : samedi 7 février 2015 - 10:56:01

Fichier

wp201436.pdf
Fichiers produits par l'(les) auteur(s)

Identifiants

  • HAL Id : hal-01080834, version 1

Collections

Citation

Camille Terrier. Giving a Little Help to Girls? Evidence on Grade Discrimination and its Effect on Students Achievement. PSE Working Papers n° 2014-36. 2014. 〈hal-01080834〉

Partager

Métriques

Consultations de la notice

416

Téléchargements de fichiers

695