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The individual level effect of symbolic representation: An experimental study on teacher-student gender congruence and students’ perceived abilities in math

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  • Laura Doornkamp

    (Leiden University)

  • Petra Van den Bekerom

    (Leiden University)

  • Sandra Groeneveld

    (Leiden University)

Abstract

Studies on representative bureaucracy have often confirmed the positive performance effects of bureaucracies mirroring the demographic characteristics of their clientele. However, little is known about the underlying individual level mechanisms leading to these outcomes. In this study, theoretical ideas from representative bureaucracy literature and social and educational psychology are combined in a new model that explains effects of passive representation from the perspective of the individual client in the educational field. It is hypothesized that positive effects of gender congruence on students’ academic self-concepts are mediated by gender stereotypical beliefs of students. This mediation is expected to be moderated by the self-confidence of the teacher. Results of a survey experiment among students in a Dutch high school do not support the hypothesized relationships. The study does reveal gender differences in stereotypical beliefs and academic self-concepts though. Furthermore, the academic self-concept for math of both male and female students is higher if the math teacher is a woman. The study concludes with a discussion of the findings and avenues for future research on the role of stereotypical beliefs in the association between gender representation and student performance.

Suggested Citation

  • Laura Doornkamp & Petra Van den Bekerom & Sandra Groeneveld, 2019. "The individual level effect of symbolic representation: An experimental study on teacher-student gender congruence and students’ perceived abilities in math," Journal of Behavioral Public Administration, Center for Experimental and Behavioral Public Administration, vol. 2(2).
    • Handle: RePEc:bpd:articl:v:2:y:2019:i:2:jbpa.22.64
    DOI: 10.30636/jbpa.22.64
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    References listed on IDEAS

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    1. Keiser, Lael R. & Wilkins, Vicky M. & Meier, Kenneth J. & Holland, Catherine A., 2002. "Lipstick and Logarithms: Gender, Institutional Context, and Representative Bureaucracy," American Political Science Review, Cambridge University Press, vol. 96(3), pages 553-564, September.
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    Cited by:

    1. Sievert, Martin, 2023. "Sievert (2023): The Limited Impact of Reference Groups’ Symbolic Gender Representation on Willingness to Coproduce," OSF Preprints r2s95, Center for Open Science.

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    More about this item

    Keywords

    Stereotypes; Stereotypical beliefs; Gender congruence; Academic self-concepts; Passive representation; Symbolic representation; Education;
    All these keywords.

    JEL classification:

    • D91 - Microeconomics - - Micro-Based Behavioral Economics - - - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
    • I2 - Health, Education, and Welfare - - Education
    • Z00 - Other Special Topics - - General - - - General
    • D90 - Microeconomics - - Micro-Based Behavioral Economics - - - General

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