Academic achievement and the gender composition of preschool staff
利用丹麦2006-2007年全体学前教育儿童数据，研究教师性别构成对入学时间及学业成绩的影响，发现男性教师比例提高有助于儿童发展，尤其对缺乏男性榜样的男孩效果更明显。
This paper uses register based data covering the entire population of Danish children enrolled in preschool in 2006–2007 to investigate whether the gender composition of preschool staff members affects the timing of school start and subsequent academic performance. To estimate effects of the share of male staff member in preschools, we exploit within-preschool differences in teacher gender composition across time. We find that the share of male staff improves child outcomes and that gains are larger for boys who did not have access to male teachers previously and among children with less readily access to male role models.