Karol Jan Borowiecki, 29 January 2022

Teachers can exert lasting influence over their students’ output, but measuring that influence is challenging. This column evaluates the impact of instructors in the context of Western music composition over five centuries. The author finds that students are more similar to their teachers than to other contemporaneous composers and that this influence persists throughout the next two to three generations, as many students go on to become teachers themselves, but subsequently starts to fade. Students of high-quality teachers are more likely to become higher-quality composers, while imitation of a low-quality teacher reduces the chances of success later in life.

Alberto Alesina, Michela Carlana, Eliana La Ferrara, Paolo Pinotti, 02 February 2019

There is a lively debate whether biased behaviour can be changed through the use of ‘implicit bias training’ or awareness of stereotypes. Yet, there is no causal evidence to guide this debate. Using data on teachers’ stereotypes toward immigrants elicited through an Implicit Association Test in Italy, this column studies how revealing to teachers their own test score impacts their grading of immigrant and native students. Revealing stereotypes may be a powerful intervention to decrease discrimination; however, it may also induce a reaction from individuals who were not acting in a biased way.

, 05 September 2016

Does the electoral process play a part in teacher hiring? In this video, Sonja Fagernäs discusses the role of elections on the reorganization of teachers. This video was recorded during a UNU-WIDER conference on “Human capital and growth” held in June 2016.

Rema Hanna, Leigh Linden, 01 September 2009

Education is often cited as a way of “levelling the playing field” for children from disadvantaged minority groups, opening up both social and economic opportunities. But is education itself level? This column provides evidence that Indian schoolteachers may discriminate against minority students.


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