Understanding Gender Match Effects in Higher Education
利用德国一所公立大学2006至2018年的行政记录，发现性别匹配效应（女教授教女学生表现更好）仅在小班中显著，说明直接频繁的师生互动是关键，而非教授性别本身。
<h3>Abstract</h3> It is widely believed that female students perform better when taught by female professors. However, little is known about the mechanisms explaining these gender match effects. Using administrative records from a German public university, which cover all programs and courses between 2006 and 2018, we show that gender match effects are sizable in smaller classes, but are absent in larger classes. These results suggest that direct and frequent interactions between students and professors are crucial for gender match effects to emerge. In contrast, the mere fact that one’s professor is female is not sufficient to increase performance of female students.