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A Professor Like Me: The Influence of Instructor Gender on College Achievement

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  • Florian Hoffmann
  • Philip Oreopoulos

Abstract

Many wonder whether teacher gender plays an important role in higher education by influencing student achievement and subject interest. The data used in this paper help identify average effects from male and female college students assigned to male or female teachers. We find instructor gender plays only a minor role in determining college student achievement. Nevertheless, the small effects provide evidence that gender role models matter to some college students. A same-sex instructor increases average grade performance by at most 5 percent of its standard deviation and decreases the likelihood of dropping a class by 1.2 percentage points.

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Bibliographic Info

Article provided by University of Wisconsin Press in its journal Journal of Human Resources.

Volume (Year): 44 (2009)
Issue (Month): 2 ()
Pages:

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Handle: RePEc:uwp:jhriss:v:44:y:2009:i2:p479-494

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Web page: http://jhr.uwpress.org/

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Cited by:
  1. Behncke, Stefanie & Frölich, Markus & Lechner, Michael, 2008. "A Caseworker Like Me: Does the Similarity between Unemployed and Caseworker Increase Job Placements?," IZA Discussion Papers 3437, Institute for the Study of Labor (IZA).
  2. Thomas Breda & Son Thierry Ly, 2012. "Do professors really perpetuate the gender gap in science? Evidence from a natural experiment in a French higher education institution," PSE Working Papers, HAL halshs-00677438, HAL.
  3. Alexei G. Orlov & John Roufagalas, 2012. "Performance Determinants in Undergraduate Economics Classes: The Effect of Cognitive Reflection," International Review of Economic Education, Economics Network, University of Bristol, Economics Network, University of Bristol, vol. 11(2), pages 28-45.
  4. Talia Bar & Asaf Zussman, 2012. "Partisan Grading," American Economic Journal: Applied Economics, American Economic Association, American Economic Association, vol. 4(1), pages 30-48, January.
  5. Scott E. Carrell & Marianne E. Page & James E. West, 2009. "Sex and Science: How Professor Gender Perpetuates the Gender Gap," NBER Working Papers 14959, National Bureau of Economic Research, Inc.
  6. Josep-Oriol Escardíbul Ferrá & Toni Mora, 2010. "Incidencia del género del profesorado en el rendimiento en matemáticas de los alumnos. Evidencia desde Cataluña," Investigaciones de Economía de la Educación volume 5, Asociación de Economía de la Educación, in: María Jesús Mancebón-Torrubia & Domingo P. Ximénez-de-Embún & José María Gómez-Sancho & Greg (ed.), Investigaciones de Economía de la Educación 5, edition 1, volume 5, chapter 63, pages 1259-1272 Asociación de Economía de la Educación.
  7. repec:hal:wpaper:halshs-00677438 is not listed on IDEAS
  8. Paredes, Valentina, 2014. "A teacher like me or a student like me? Role model versus teacher bias effect," Economics of Education Review, Elsevier, Elsevier, vol. 39(C), pages 38-49.
  9. Chang Da Wan & Roland K. Cheo, 2012. "Determinants of Malaysian and Singaporean Economics Undergraduates' Academic Performance," International Review of Economic Education, Economics Network, University of Bristol, Economics Network, University of Bristol, vol. 11(2), pages 7-27.
  10. Price, Joshua, 2010. "The effect of instructor race and gender on student persistence in STEM fields," Economics of Education Review, Elsevier, Elsevier, vol. 29(6), pages 901-910, December.
  11. Karthik Muralidharan & Ketki Sheth, 2013. "Bridging Education Gender Gaps in Developing Countries: The Role of Female Teachers," NBER Working Papers 19341, National Bureau of Economic Research, Inc.
  12. Louis-Philippe Morin, 2013. "Do Men and Women Respond Differently to Competition? Evidence from a Major Education Reform," Working Papers, University of Ottawa, Department of Economics E1305E, University of Ottawa, Department of Economics.

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