The influence of instructor gender on learning and instructor ratings
This paper uses two large databases to determine if students of a given gender learn more from instructors of the same gender and if instructors of a given gender receive higher ratings from students of the same gender compared to students of the opposite gender. The Indiana University (IU) data set was collected over a six-year period from the fall of 1984 to the spring of 1990 for associate instructors teaching introductory microeconomics and macroeconomics courses. A subset of the data collected in norming the third edition of the Test of Understanding College Economics is the TUCE III data set. The results of this study do not lend support for a positive gender-match role model effect concerning student learning and instructor ratings. This effect appeared only in the IU micro data set but did not appear on a consistent yearly basis. The effect did not appear at all in the IU macro data or either of the TUCE III data sets. Copyright International Atlantic Economic Society 1999
Volume (Year): 27 (1999)
Issue (Month): 4 (December)
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- Roberta Edgecombe Robb & A. Leslie Robb, 1999.
"Gender and the Study of Economics: The Role of Gender of the Instructor,"
The Journal of Economic Education,
Taylor & Francis Journals, vol. 30(1), pages 3-19, January.
- Robb, R.E. & Robb, A.L., 1996. "Gender and the Study of Economics: The Role of Gender of the Instructor," Working Papers 1996-05, Brock University, Department of Economics.
- Robb, R.E. & Robb, A.L., 1996. "Gender and the Study of Economics: The Role of Gender of the Instructor," Papers 1996-05, York (Canada) - Department of Economics.
- Ferber, Marianne A, 1995. "The Study of Economics: A Feminist Critique," American Economic Review, American Economic Association, vol. 85(2), pages 357-361, May. Full references (including those not matched with items on IDEAS)
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