Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/174334
Authors: 
Cho, Seo-Young
Year of Publication: 
2017
Series/Report no.: 
MAGKS Joint Discussion Paper Series in Economics No. 38-2017
Abstract: 
Gender-matching school environments may provide benefits for girls to enhance their performance. By using PISA data from South Korea, this paper suggests that the effects of single-sex schooling and a student-teacher's gender matching are heterogeneous across different student groups. The gender-matching school environments are most positive to non-cognitive outcomes of girls at the highest tail of cognitive performance levels. By attending an all-girls school and being taught by a female teacher, high performing girls are as motivated and interested in pursuing careers in STEM fields as boys. However, single-sex schooling and female teachers do not produce positive effects on girls in lower performing groups. For median girls, single-sex schooling can even be detrimental to their non-cognitive performance. These results corroborate that gender-matching school environments can be a useful tool to promote female talent in STEM fields, but the effect cannot be generalized for public education for all students.
Subjects: 
gender-matching effects
student-teacher's gender-matching
single-sex schooling
cognitive performance
non-cognitive performance
education production functions
propensity-score matching
South Korea
JEL: 
C31
I21
I24
J16
O53
Document Type: 
Working Paper

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