Academic achievement and the gender composition of preschool staff
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Academic achievement and the gender composition of preschool staff. / Gørtz, Mette; Johansen, Eva Rye; Simonsen, Marianne.
I: Labour Economics, Bind 55, 12.2018, s. 241-258.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Academic achievement and the gender composition of preschool staff
AU - Gørtz, Mette
AU - Johansen, Eva Rye
AU - Simonsen, Marianne
PY - 2018/12
Y1 - 2018/12
N2 - 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.
AB - 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.
KW - Faculty of Social Sciences
KW - Preschool
KW - Teacher gender
KW - Redshirting
KW - Child development
U2 - 10.1016/j.labeco.2018.10.005
DO - 10.1016/j.labeco.2018.10.005
M3 - Journal article
VL - 55
SP - 241
EP - 258
JO - Labour Economics
JF - Labour Economics
SN - 0927-5371
ER -
ID: 204151050