Discrimination at the schooling level has mainly been examined in terms of gender discrimination or discrimination against certain ethnical groups, while age discrimination mainly has been researched in the area of the labor market. In this paper, I examine the possible existence of age discrimination at Swedish Universities with the help of a difference-in-difference method by comparing standard exams graded both anonymously and non-anonymously. The results found were in line with previous studies regarding the fact that anonymously graded exams overall reduced the grades. Regarding the age discrimination the results indicate that there is discrimination among students aged 27-30, although to a very small extent.

In this paper we investigate how anonymous exams impact the grades for foreign-named students and if there are differences in this treatment effect against them when considering the gender of the graders. By obtaining data from Stockholm University, we used a difference-in-difference model to estimate our results. Our results show that there was no negative treatment effect against foreign-named students when considering their test scores prior and after the reform of writing exams anonymously. The results are interpreted through the fact that foreign-named students received even lower test scores after the reform, meaning that the foreign-named students did not gain from the reform. Moreover it can be said that these results can be related to “reverse-bias”, which indicates that the grader is more lenient towards foreign-named students. Further, when estimating the relationship between the gender of the teacher and the treatment effect, our results showed evidence of female graders treating foreign-named students more negatively compared to male graders. This, due to the results which implied that male graders showed a strong positive treatment effect against foreign-named students, but hence a negative treatment against Swedish named students. Moreover the female graders showed a positive treatment effect against Swedish-named students and the contrary against foreign-named students.

In this paper we investigate how anonymous exams impact the grades for foreign-named students and if there are differences in this treatment effect against them when considering the gender of the graders. By obtaining data from Stockholm University, we used a difference-in-difference model to estimate our results. Our results show that there was no negative treatment effect against foreign-named students when considering their test scores prior and after the reform of writing exams anonymously. The results are interpreted through the fact that foreign-named students received even lower test scores after the reform, meaning that the foreign-named students did not gain from the reform. Moreover it can be said that these results can be related to “reverse-bias”, which indicates that the grader is more lenient towards foreign-named students. Further, when estimating the relationship between the gender of the teacher and the treatment effect, our results showed evidence of female graders treating foreign-named students more negatively compared to male graders. This, due to the results which implied that male graders showed a strong positive treatment effect against foreign-named students, but hence a negative treatment against Swedish named students. Moreover the female graders showed a positive treatment effect against Swedish-named students and the contrary against foreign-named students.

The Corona pandemic and Covid-19 has affected the entire globe where we had to adapt to a new way of living and a new standard of doing things. For the universities in Sweden and around the world this generally meant that the universities had to switch to online teaching and digital examinations to the largest extent possible. Even though we have lived in this new kind of every day we know barely anything about how this has affected the grades of the students, and what we can learn about it to do things more effectively in the future. In this paper, I examine the possible effects on grades for students at the university level by using newly collected data from Linnaeus University’s department of economics and statistics. Results show that the grades after the decision to switch to online teaching and digital exams in March of 2020, overall became higher for both males and females but no significant difference between the genders were found.