Institutional Affiliation: Korean National Assembly
|Persistent Effects of Teacher-Student Gender Matches|
with : w24128
We exploit data from middle schools in Seoul, South Korea, where students and teachers are randomly assigned to classrooms, and find that female students taught by a female versus a male teacher score higher on standardized tests compared to male students even five years later. We also find that having a female math teacher in 7th grade increases the likelihood that female students take higher-level math courses, aspire to a STEM degree, and attend a STEM-focused high school. These effects are driven by changes in students' attitudes and choices.
Published: Jaegeum Lim & Jonathan Meer, 2020. "Persistent Effects of Teacher–Student Gender Matches," Journal of Human Resources, vol 55(3), pages 809-835. citation courtesy of
|How Do Peers Influence BMI? Evidence from Randomly Assigned Classrooms in South Korea|
with : w23901
Obesity among children is an important public health concern, and social networks may play a role in students' habits that increase the likelihood of being overweight. We examine data from South Korean middle schools, where students are randomly assigned to classrooms, and exploit the variation in peer body mass index. We use the number of peers' siblings as an instrument to account for endogeneity concerns and measurement error. Heavier peers increase the likelihood that a student is heavier; there is no spurious correlation for height, which is unlikely to have peer contagion. Public policy that targets obesity can have spillovers through social networks.
Published: Jaegeum Lim & Jonathan Meer, 2017. "How do peers influence BMI? Evidence from randomly assigned classrooms in South Korea," Social Science & Medicine, . citation courtesy of
|The Impact of Teacher-Student Gender Matches: Random Assignment Evidence from South Korea|
with : w21407
Gender disparities in academic performance may be driven in part by the interaction of teacher and student gender, but systematic sorting of students into classrooms makes it difficult to identify causal effects. We use the random assignment of students to Korean middle school classrooms and show that the female students perform substantially better on standardized tests when assigned to female teachers; there is little effect on male students.
Published: Jaegeum Lim & Jonathan Meer, 2017. "The Impact of Teacher–Student Gender Matches," Journal of Human Resources, vol 52(4), pages 979-997. citation courtesy of