Teachers and the Gender Gaps in Student Achievement
利用美国纵向调查数据，研究发现同性别教师能显著提升学生成绩、教师评价和学生参与度，但中学教师多为女性，这加剧了男生阅读成绩的落后，同时缓解了女生在数学和科学上的劣势。
"In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions actually matter is limited and contradictory. In this study, I present new empirical evidence on whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study's identification strategy exploits a unique "matched pairs" feature of a major longitudinal survey. Within-student comparisons based on these data indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher's subject. For example, assignment to a female science teacher increases the likelihood that a girl views science as useful for her future. However, because the middle-school teachers in most academic subjects are female, these results also suggest that the gender dynamics between teachers and students at this level amplify boys' large underperformance in reading while attenuating the more modest underperformance of girls in math and science"--National Bureau of Economic Research web site.