Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/146478 
Year of Publication: 
2016
Series/Report no.: 
IDB Working Paper Series No. IDB-WP-696
Publisher: 
Inter-American Development Bank (IDB), Washington, DC
Abstract: 
This paper analyzes gender bias in teaching in low-performing schools in Chile. To carry out the analyses, the authors used videotaped classes for fourth graders and coded 237 tapings. Results show a general (although not uniform) bias in teachers' actions that resulted in less attention to female students. Gender bias had an even greater effect in classrooms where the teachers had worse interactions with students. Results show that less effective teachers (according to the Classroom Assessment Scoring System, or CLASS) show a larger gender bias. Greater gender bias is also correlated with lower scores for girls in Chile's standardized test (Sistema de Medición de la Calidad de la Educación, or SIMCE). With a few exceptions, the measures of gender bias in teacher-student interaction do not show statistically significant correlations with the test scores of boys.
Subjects: 
gender bias
gender gap
teacher quality
student learning
JEL: 
O12
J16
I2
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by-nc-nd Logo
Document Type: 
Working Paper

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