Abstract
In this paper we examine the gender matching effects in learning outcomes by studying the sorting behaviour of teachers and students by gender across private and public schools.We develop a theoretical framework behind the selection mechanism process which is grounded in the economic framework of systematic gender norms. Using contextual gender norms that are relevant to a developing country context, our theoretical model of matching behaviour predicts that the relative gain in learning outcomes is higher for female students under female teachers. We find support for our theoretical predictions when we test them using Young Lives Survey (YLS) data collected from Andhra Pradesh.
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