Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/195031
Authors: 
Bassi, Marina
Díaz, Mercedes Mateo
Blumberg, Rae Lesser
Reynoso, Ana
Year of Publication: 
2018
Citation: 
[Journal:] IZA Journal of Labor Economics [ISSN:] 2193-8997 [Volume:] 7 [Year:] 2018 [Issue:] 9 [Pages:] 1-22
Abstract: 
This paper analyzes whether teachers' attention to boys and girls differs in low-performing schools in Chile, where large gender gaps in test scores are also observed. We coded 237 videotaped classes of fourth graders, identifying specific behaviors of teachers toward boys and girls. The results show a general imbalance in teachers' attention and interactions favoring boys. Gender attention gap is correlated with lower scores in math for girls on Chile's national standardized test (SIMCE). The gender attention gap was also greater in general in classrooms in which teachers had overall worse interactions with students, as measured by the Classroom Assessment Scoring System (CLASS). The evidence in this paper contributes to the discussion about whether traditional measures of teacher-student interactions really capture all that matters for learning.
Subjects: 
Gender gap
Quality of teachers’ student interactions
Student learning
JEL: 
O12
J16
I2
Persistent Identifier of the first edition: 
Creative Commons License: 
https://creativecommons.org/licenses/by/4.0/
Document Type: 
Article
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