理解高等教育中的性别匹配效应
Understanding Gender Match Effects in Higher Education
Journal of Human Resources · 2026 · [{"name": "Stephan Maurer", "affiliation": ["University of Edinburgh"]}, {"name": "Guido Schwerdt", "affiliation": ["University of Konstanz"]}, {"name": "Simon Wiederhold", "affiliation": ["Halle Institute for Economic Research"]}]
中文摘要
人们普遍认为，女学生在由女性教授授课时表现更好。然而，对于解释这些性别匹配效应的作用机制，目前所知甚少。利用一所德国公立大学涵盖 2006 年至 2018 年间所有专业与课程的行政记录，我们发现性别匹配效应在较小班级中规模可观，但在较大班级中并不存在。这些结果表明，学生与教授之间直接且频繁的互动，对于性别匹配效应的产生至关重要。相比之下，仅凭教授为女性这一事实，并不足以提高女学生的表现。
Abstract
<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.